w
■
,
lllili
BOWDOIj
COLLEGE
BRUNSWICK, MAINE
AUGUST 1996
—HUH
I HH wiMlSyilill
BO WDOIN
COLLEGE
CATALOGUE FOR 1996-1997
BRUNSWICK, MAINE
AUGUST 1996
BO WDOIN
COLLEGE
CATALOGUE FOR 1996-1997
In its employment and admissions practices, Bowdoin is in conformity with all applicable
federal and state statutes and regulations. It does not discriminate on the basis of age, race,
color, sex, sexual orientation, marital status, religion, creed, ancestry, national and ethnic
origin, or physical or mental handicap.
The information in this catalogue was accurate at the lime of publication. However, the
College is a dynamic community and must reserve the right to make changes in its course
offerings, degree requirements, regulations, procedures, and charges.
Bowdoin College mpports the efforts of secondary school officials and governing bodies
to have their schools achieve regional accredited status to provide reliable assurance of
the quality oj the educational preparation of its applicants for admission.
Text printed on 5091 recycled paper with 109 post-consumer waste.
Contents
College Calendar vii
General Information xii
The Purpose of the College 1
Historical Sketch 3
Admission to the College 7
Financial Aid 15
Expenses 21
The Curriculum 25
Academic Requirements for the Degree 25
Distribution Requirements 25
The Major Program 26
Information about Courses 28
Grades and Academic Regulations 30
The Award of Honors 32
Deficiency in Scholarship 33
Academic Skills Programs 35
Special Academic Programs 35
Off-Campus Study 37
Courses of Instruction 40
Explanation of Symbols Used 40
Africana Studies 41
Art 49
Asian Studies 56
Biochemistry 62
Biology 63
Chemistry 70
Classics 74
Computer Science 81
Economics 85
Education 91
English 95
Environmental Studies 103
Film Studies 107
First- Year Seminars 110
Geology 1 1 8
German 121
Government and Legal Studies 124
History 131
Interdisciplinary Majors 145
Latin American Studies 147
Mathematics 148
Music 155
Neuroscience 160
Philosophy 161
Physics and Astronomy 166
Psychology 1 70
Religion 176
Romance Languages 181
Russian 188
Sociology and Anthropology 192
Theater and Dance 203
Women's Studies 208
Educational Resources and Facilities 213
Hawthorne-Longfellow Library and Hatch Science Library 213
Instructional Media Services 216
Computing and Information Services 217
Bowdoin College Museum of Art 218
Peary-MacMillan Arctic Museum 220
Research, Teaching, and Conference Facilities 221
Lectureships 223
Performing Arts 225
Student Life 229
Residential Life 229
Codes of Conduct 230
Student Government 230
Student Services 23 1
Athletics and Physical Education 233
Student Activities 235
Alumni Organizations 236
Summer Programs 241
Officers of Government 242
Officers of Instruction 249
Instructional Support Staff 261
Officers of Administration 262
Committees of the College 273
Appendix: Prizes and Distinctions 281
Campus and Buildings 300
Campus Map 304
Index 307
College Calendar
1996
August 24, Saturday
August 25, Sunday
August 24-27, Sat.-Tues.
August 28, Wednesday
August 29, Thursday
September 14-15, Sat.-Sun.
September 23, Monday
September 27-29, Fri.-Sun.
October 4-5, Fri.-Sat.
October 11, Friday
October 16, Wednesday
October 17-19, Thurs.-Sat.
October 19, Saturday
November 27, Wednesday
December 2, Monday
December 4, Wednesday
December 5-9, Thurs.-Mon.
December 10-17, Tues.-Tues.
195th Academic Year
Rooms ready for occupancy for first-year
students only.
Rooms ready for occupancy for upperclass
students.
Orientation.
Opening of College, Convocation.
Fall semester classes begin, 8:00 a.m.
Rosh Hashanah.
Yom Kippur.
Parents Weekend.
Alumni Council, Alumni Fund and Planned
Giving Meetings.
Fall vacation begins after last class.
Fall vacation ends, 8:00 a.m.
Meetings of the Governing Boards.
Homecoming.
Thanksgiving vacation begins after last
class.
Thanksgiving vacation ends, 8:00 a.m.
Last day of classes.
Reading period.
Fall semester examinations.
1997
January 18, Saturday
January 20, Monday
January 20, Monday
February 14-15, Fri.-Sat.
February 27-March 1, Thurs.-Sat.
March 14, Friday
March 28, Friday
March 30, Sunday
Rooms ready for occupancy.
Spring semester classes begin, 8:00 a.m.
Martin Luther King Jr.'s Birthday.
Winter's Weekend.
Meetings of the Governing Board.
Spring vacation begins after last class.
Good Friday.
Easter.
College Calendar
March 31, Monday
April 4-5, Fri.-Sat.
April 22-29, Tues.-Tues.
May 2-3, Fri.-Sat.
May 6, Tuesday
May 7-10, Wed.-Sat.
May 8-10, Thurs.-Sat.
May 11-17, Sun.-Sat.
May 23, Friday
May 24, Saturday
May 29-June 1, Thurs.-Sun.
Spring vacation ends, 8:00 a.m.
Alumni Council, Alumni Fund, and Planned
Giving Meetings.
Passover.
Ivies Weekend.
Last day of classes.
Reading period.
Meetings of the Governing Board.
Spring semester examinations.
Baccalaureate.
The 192nd Commencement Exercises.
Reunion Weekend.
1997
August 23, Saturday
August 24, Sunday
August 23-26, Sat.-Tues.
August 27, Wednesday
August 28, Thursday
September 19-21, Fri.-Sun.
September 26-27, Fri.-Sat.
October 2-3, Thurs.-Fri.
October 1 1, Saturday
October 17, Friday
October 22, Wednesday
October 23-25, Thurs.-Sat.
October 25, Saturday
November 26, Wednesday
December l, Monday
December 3, Wednesday
December 4-8, Thurs.-Mon.
December 9-16, Tues.-Tuefl.
196th Academic Year (Tentative schedule)
Rooms ready for occupancy for first-year
students only.
Rooms ready for occupancy for upperclass
students.
Orientation.
Opening of College, Convocation.
Fall semester classes begin, 8:00 a.m.
Parents Weekend.
Alumni Council, Alumni Fund, and Planned
Giving Meetings.
Rosh Hashanah.
Yom Kippur.
Fall vacation begins after last class.
Fall vacation ends, 8:00 a.m.
Meetings of the ( roveming Board.
Homecoming.
Thanksgiving vacation begins after last
class.
Thanksgiving vacation ends, 8:00 a.m.
Last day of classes.
Reading period.
Fall semester examinations.
College Calendar
1998
January 17, Saturday
January 19, Monday
January 19, Monday
February 20-21, Fri.-Sat.
February 26-28, Thurs.-Sat.
March 13, Friday
March 30, Monday
April 3^J, Fri.-Sat.
April 10, Friday
April 11-18, Sat.-Sat.
April 12, Sunday
May 1-2, Fri.-Sat.
May 5, Tuesday
May 6-9, Wed.-Sat.
May 7-9, Thurs.-Fri.
May 10-16, Sun.-Sat.
May 22, Friday
May 23, Saturday
May 28-31, Thurs.-Sun.
Rooms ready for occupancy.
Spring semester classes begin, 8:00 a.m.
Martin Luther King Jr.'s Birthday.
Winter's Weekend.
Meetings of the Governing Board.
Spring vacation begins after last class.
Spring vacation ends, 8:00 a.m.
Alumni Council, Alumni Fund, and Planned
Giving Meetings.
Good Friday.
Passover.
Easter.
Ivies Weekend.
Last day of classes.
Reading period.
Meetings of the Governing Board.
Spring semester examinations.
Baccalaureate.
The 193rd Commencement Exercises.
Reunion Weekend.
1998
August 29, Saturday
August 30, Sunday
August 29-September 1, Sat.-Tues.
September 2, Wednesday
September 3, Thursday
September 18-19, Fri.-Sat.
September 21-22, Mon.-Tues.
September 30, Saturday
October 2-^4, Fri.-Sun.
October 16, Friday
197th Academic Year (Tentative schedule)
Rooms ready for occupancy for first-year
students only.
Rooms ready for occupancy for upperclass
students.
Orientation.
Opening of College, Convocation.
Fall semester classes begin, 8:00 a.m.
Alumni Council, Alumni Fund, and Planned
Giving Meetings.
Rosh Hashanah.
Yom Kippur.
Parents Weekend.
Fall vacation begins after last class.
College Calendar
October 21, Wednesday
October 22-24, Thurs.-Sat.
October 24, Saturday
November 25, Wednesday
November 30, Monday
December 9, Wednesday
December 10-14, Thurs.-Mon.
December 15-22, Tues.-Tues.
1999
January 18, Monday
January 23, Saturday
January 25, Monday
February 25-27, Thurs.-Sat.
February 26-27, Fri.-Sat.
March 19, Friday
April 1-8, Sat.-Sat
April 2, Friday
April 4, Sunday
April 5, Monday
April 9-10, Fri.-Sat.
April 30-May 1, Fri.-Sat.
May 11, Tuesday
May 12-15, Wed.-Sat.
May 13-15, Thurs.-Sat.
May 16-22, Sun.-Sat.
May 28, Friday
May 29, Saturday
June 3-5, Thurs.-Sun.
Fall vacation ends, 8:00 a.m.
Meetings of the Governing Board.
Homecoming.
Thanksgiving vacation begins after last
class.
Thanksgiving vacation ends, 8:00 a.m.
Last day of classes.
Reading period.
Fall semester examinations.
Martin Luther King Jr.'s Birthday.
Rooms ready for occupancy.
Spring semester classes begin, 8:00 a.m.
Meetings of the Governing Board.
Winter's Weekend.
Spring vacation begins after last class.
Passover.
Good Friday.
Easter.
Spring vacation ends, 8:00 a.m.
Alumni Council, Alumni Fund, and Planned
Giving Meetings.
Ivies Weekend.
Last day of classes.
Reading period.
Meetings of the Governing Board.
Spring semester examinations.
Baccalaureate.
The 194rd Commencement Exercises.
Reunion Weekend.
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
12 3 4 5 6 7
12 3 4 5
1 2
12 3 4 5 6 7
8 9 10 11 12 13 14
6 7 8 9 10 11 12
3 4 5 6 7 8 9
8 9 10 11 12 13 14
15 16 17 18 19 20 21
13 14 15 16 17 18 19
10 11 12 13 14 15 16
15 16 17 18 19 20 21
22 23 24 25 26 27 28
20 21 22 23 24 25 26
17 18 19 20 21 22 23
22 23 24 25 26 27 28
29 30
27 28 29 30 31
24 25 26 27 28 29 30
29 30 31
1997
S M T W T F S
12 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
APRIL
5 M T W T F S
12 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
JUNE
12 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
JULY
12 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
AUGUST
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
SEPTEMBER
12 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
OCTOBER
12 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
2 3 4 5 6 7
DECEMBER
12 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
JANUARY
S M T W T F S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
1998
12 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
MARCH
S M T W T
F S
12 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
APRIL
S M T W T
F S
12 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
JUNE
12 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
2 3
5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
General Information
Bowdoin is an independent, nonsectarian, coeducational, residential, under-
graduate, liberal arts college located in Brunswick, Maine, a town of approxi-
mately 2 1 ,500 situated close to the Maine coast, 25 miles from Portland and about
1 20 miles from Boston.
Terms and Vacations: The College holds two sessions each year. The dates of
the semesters and the vacation periods are indicated in the College Calendar on
pages vii-x.
Accreditation: Bowdoin College is accredited by the New England Association
of Schools and Colleges.
Enrollment: The student body numbers about 1,530 students (49 percent male,
5 1 percent female; last two classes 49/51 percent and 50/50 percent); about 200
students study away one or both semesters annually; 90 percent complete the
degree within five years.
Faculty: Student/faculty ratio 11:1; the equivalent of 135 full-time faculty in
residence, 94 percent with Ph.D. or equivalent; 18 athletic coaches.
Geographic Distribution in Class of 1999: New England, 54 percent; Middle
Atlantic states, 20 percent; Midwest, 8 percent; West, 10 percent; Southwest, 1
percent; South, 3 percent; international, 4 percent. Fifty states and 1 4 countries are
represented. Minority and international enrollment is 19 percent.
Statistics: As of June 1996, 29,692 students have matriculated at Bowdoin
College, and 22,419 degrees in academic programs have been awarded. In
addition, earned master's degrees have been awarded to 274 postgraduate
students. Living alumni include 13,805 graduates, 1,793 nongraduates, 135
honorary degree holders (51 alumni, 84 non-alumni), 46 recipients of the
Certificate of Honor, and 253 graduates in the specific postgraduate program.
Offices and Office Hours: The Admissions Office is located in Chamberlain
Hall. General administration and business offices are located in Hawthorne-
Longfellow Hall, the west end of Hawthorne-Longfellow Library. The Develop-
ment and College Relations offices arc located at S3 and 85 Federal Street. The
Office of Student Records, Office of Student Employment, and the Career
Planning Center are in the Moullon Union. The Counseling Service is in the
Dudley Coe Health Center. The Department of Facilities Management and the
Office of Security are in Rhodes Hall.
In general, the administrative offices of the College are open from 8:30 a.m.
to 5:00 I'M., Monday through Friday.
Telephone Switchboard: The College's central telephone switchboard is lo-
cated in ( oles Tower. All College phones are connected to this switchboard. The
number is (207) 725 3000.
The Purpose of the College
Bowdoin College believes strongly that there is an intrinsic value in a liberal arts
education, for the individual student, for the College as an institution, and for
society as a whole. Historically, the arrangement of courses and instruction that
combine to produce liberal arts education has changed and undoubtedly will
continue to change, but certain fundamental and underlying goals remain con-
stant.
It is difficult to define these goals without merely repeating old verities, but
certain points are critical. The thrust of a liberal arts education is not the
acquisition of a narrow, technical expertise; it is not a process of coating young
people with a thin veneer of "civilization." That is not to say that liberal arts
education in any way devalues specific knowledge or the acquisition of funda-
mental skills. On the contrary, an important aspect of a sound liberal arts
education is the development of the power to read with critical perception, to think
coherently, to write effectively, to speak with force and clarity, and to act as a
constructive member of society. But liberal arts education seeks to move beyond
the acquisition of specific knowledge and skills toward the acquisition of an
understanding of humankind, nature, and the interaction of the two, and toward
the development of a characteristic style of thought that is informed, questioning,
and marked by the possession of intellectual courage. When defined in terms of
its intended product, the purpose of the College is to train professionally
competent people of critical and innovative mind who can grapple with the
technical complexities of our age and whose flexibility and concern for humanity
are such that they offer us a hope of surmounting the increasing depersonalization
and dehumanization of our world. The College does not seek to transmit a specific
set of values; rather, it recognizes a formidable responsibility to teach students
what values are and to encourage them to develop their own.
Liberal arts education is, in one sense, general, because it is concerned with
many different areas of human behavior and endeavor, many civilizations of the
world, many different aspects of the human environment. It seeks to encourage
the formation of habits of curiosity, rigorous observation, tolerant understanding,
and considered judgment, while at the same time fostering the development of
varied modes of communicative and artistic expression. This concern for breadth
and for the appreciation of varying modes of perception is combined with a
commitment to study some particular field of learning in sufficient depth to ensure
relative mastery of its content and methods. In short, a liberal arts education aims
at fostering the development of modes of learning, analysis, judgment, and
expression that are essential both to subsequent professional training and to the
ongoing process of self-education by which one refines one's capacity to function
autonomously as an intellectual and moral being.
To achieve these goals, the faculty of the College must strive constantly to live
up to their commitment in their course offerings, as must students in their course
selections. The commitment is a collective one on the part of the College
2 The Purpose of the College
community. Each of the academic components of the College is under a heavy
obligation to make its field of study accessible in some manner to the entire
student body and to satisfy the needs of the nonmajor as well as those of the
specialist.
The College is not and should not be insulated from the problems of the world.
Rather, the College is a collection of people deeply involved in their community,
their nation, and their world. When liberal arts education is faithful to its mission,
it encourages and trains young people who are sensitive to the crucial problems
of our time and who have the kind of mind and the kind of inspiration to address
them fearlessly and directly. This is its goal and the standard by which it should
be judged.
A statement prepared by the Faculty-Student Committee
on Curriculum and Educational Policy, 1976.
Historical Sketch
The idea of Bowdoin College originated in the years following the American
Revolution among a group of men who wished to see established in the District
of Maine the sort of civil institution which would guarantee republican virtue and
social stability. In the biblical language of the day, they wished "to make the desert
bloom."
After six years of arguments over the site, a college was chartered on June 24,
1794, by the General Court in Boston, for Maine was until 1820 a part of the
Commonwealth of Massachusetts. The college was to be built in the small town
of Brunswick, as the result of a geographic compromise between strong Portland
interests and legislators from the Kennebec Valley and points farther east. It was
named for Governor James Bowdoin II, an amateur scientist and hero of the
Revolution, well remembered for his role in putting down Shays' Rebellion.
Established by Huguenot merchants, the Bowdoin family fortune was based not
only on banking and shipping but on extensive landholdings in Maine. The new
college was endowed by the late governor's son, James Bowdoin III, who was a
diplomat, agriculturalist, and art collector, and by the Commonwealth, which
supported higher education with grants of land and money, a practice established
in the seventeenth century for Harvard and repeated in 1 793 for Williams College.
Bowdoin' s bicameral Governing Boards, changed in 1996 to a single Board of
Trustees, were based on the Harvard model.
Original funding for the College was to come from the sale of tracts of
undeveloped lands donated for the purpose by townships and the Commonwealth.
Sale of the wilderness lands took longer than expected, however, and Bowdoin
College did not open until September 2, 1 802. Its first building, Massachusetts
Hall, stood on a slight hill overlooking the town. To the south were the road to the
landing at Maquoit Bay and blueberry fields stretching toward the Harpswells. To
the north was the "Twelve-Rod Road" (Maine Street) leading to the lumber mills
and shipyards near the falls of the Androscoggin. To the east the campus was
sheltered by a grove of "whispering" white pines, which were to become a symbol
of the College. The inauguration of the first president, the Reverend Joseph
McKeen, took place in a clearing in that grove. McKeen, a liberal Congregation-
alist and staunch Federalist, reminded the "friends of piety and learning" in the
District that "literary institutions are founded and endowed for the common good,
and not the private advantage of those who resort to them for education." The next
day, classes began with eight students in attendance.
For the first half of the nineteenth century, the Bowdoin curriculum was
essentially an eighteenth-century one: a great deal of Latin, Greek, mathematics,
rhetoric, Scottish Common Sense moral philosophy, and Baconian science,
modestly liberalized by the addition of modern languages, English literature,
international law, and a little history. Its teaching methods were similarly
traditional: the daily recitation and the scientific demonstration. The antebellum
College also had several unusual strengths. Thanks to bequests by James
4 Historical Sketch
Bowdoin III. the College had one of the best libraries in New England and
probably the first public collection of old master paintings and drawings in the
nation. A lively undergraduate culture centered on two literary-debating societ-
ies, the Peucinian (whose name comes from the Greek word for "pine'.') and the
Athenaean. both of which had excellent circulating libraries. And there were
memorable teachers, notably the internationally known mineralogist Parker
Cleaveland. the psychologist (or "mental philosopher," in the language of his day)
Thomas Upham, and the young linguist and translator Henry Wadsworth
Longfellow (1825).
Finances were a problem, however, especially following the crash of 1837.
The College also became involved in various political and religious controversies
buffeting the state. Identified with the anti-separationist party, the College faced
a hostile Democratic legislature after statehood in 1 820 and for financial reasons
had to agree to more public control of its governance. For the most part
Congregationalists, the College authorities found themselves attacked by liberal
Unitarians on the one side and by evangelical "dissenters" on the other (notably
by the Baptists, the largest denomination in the new state). The question of
whether Bowdoin was public or private was finally settled in 1833 by Justice
Joseph Story in Allen v. McKeen, which applied the Dartmouth College case to
declare Bowdoin a private corporation beyond the reach of the Legislature. The
more difficult matter of religion was settled by the "Declaration" of 1846, which
stopped short of officially adopting a denominational tie but promised that
Bowdoin would remain Congregational for all practical purposes. One immediate
result was a flood of donations, which allowed completion of Richard Upjohn's
Romanesque Revival chapel, a landmark in American ecclesiastical architecture.
An ambitious new medical school had been established at Bowdoin by the state
in 1 820 — and was to supply Maine with country doctors until it closed in 1921
— but plans in the 1 850s to add a law school never found sufficient backing, and
Bowdoin failed to evolve into the small university that many of its supporters had
envisioned.
For a college that never had an antebellum class of more than sixty graduates,
Bowdoin produced a notable roster of pre-Civil War alumni. The most enduring
fame seems that of Nathaniel Hawthorne (1825), who set his first novel,
Fanshawe, at a college very like Bowdoin. Even better known in his day was his
classmate Longfellow, who alter Tennyson was the most beloved poet in the
English-speaking world and whose "Moritiiri Saliitamiis," written for his fiftieth
reunion in 1875, is perhaps the finest tribute any poet ever paid to his alma mater.
Oilier writers of note included the satirist Seba Smith (1818), whose "Jack
Downing" Bketches more or less invented a genre, and Jacob Abbott (1820),
author Of the many "Hollo" books. But it was in public affairs that Bowdoin
graduates took the most laurels: among them, Franklin Pierce ( IN24). fourteenth
president of the United States; William Pitt Fessenden (1823), abolitionist, U.S.
senator, cabinet member, and courageous opponent of Andrew Johnson's im-
peachment; Johll A. Andrew (IK37), Civil War governor of Massachusetts;
Olivet Otis Howard (1850), Civil War general, educator, and head of the
Historical Sketch 5
Freedmen's Bureau; Melville Fuller (1853), chief justice of the U.S. Supreme
Court; and Thomas Brackett Reed (1860), the most powerful Speaker in the
history of the U.S. House of Representatives. John Brown Russwurm (1826),
editor and African colonizationist, was Bowdoin' s first African- American gradu-
ate and the third African- American to graduate from any U.S. college.
The old quip that "the Civil War began and ended in Brunswick, Maine," has
some truth to it. While living here in 1850-51, when Calvin Stowe (1824) was
teaching theology, Harriet Beecher Stowe wrote Uncle Tom 's Cabin, some of it
in her husband's study in Appleton Hall. Joshua L. Chamberlain (1852), having
left his Bowdoin teaching post in 1 862 to lead the 20th Maine, was chosen to
receive the Confederate surrender at Appomattox three years later.
The postwar period was a troubled one for Bowdoin. The Maine economy had
begun a century-long slump, making it difficult to raise funds or attract students.
The new, practical curriculum and lower cost of the University of Maine
threatened to undermine Bowdoin admissions. As president, Chamberlain tried
to innovate — a short-lived engineering school, a student militia to provide
physical training, less classical language and more science, even a hint of
coeducation — but the forces of inertia on the Boards were too great, and a student
"rebellion" against the military drill in 1874 suggested that it would take more
than even a Civil War hero to change the College.
But change did arrive in 1885, in the form of William DeWitt Hyde, a brisk
young man who preached an idealistic philosophy, a sort of muscular Christian-
ity, and who had a Teddy Roosevelt-like enthusiasm for life. By the College's
centennial in 1894, Hyde had rejuvenated the faculty, turned the "yard" into a
quad (notably by the addition of McKim, Mead & White's Walker Art Building,
perhaps the best piece of public architecture in Maine), and discovered how to
persuade alumni to give money. Where Bowdoin had once prepared young men
for the public forum, Hyde's college taught them what they needed to succeed in
the new world of the business corporation. Much of this socialization took place
in well-appointed fraternity houses; Bowdoin had had "secret societies" as far
back as the 1 840s, but it was not until the 1 890s that they took over much of the
responsibility for the residential life of the College. In the world of large research
universities, Hyde — a prolific writer in national journals — proved that there was
still a place for the small, pastoral New England college.
Kenneth C. M. Sills, casting himself as the caretaker of Hyde's vision,
shepherded the College through two World Wars and the Great Depression.
Among his major accomplishments were bringing the athletic program into the
fold of the College and out of the direct control of alumni, gradually making
Bowdoin more of a national institution, and cementing the fierce loyalty of a
generation of graduates. His successor, James S. Coles, played the role of
modernizer: new life was given the sciences, professional standards for faculty
were redefined, and the innovative "Senior Center" program was put in operation
in the new high-rise dorm later named Coles Tower.
By the late 1 960s, Bowdoin was a conservative, all-male college of about 950
students, in which an able youth could get a solid grounding in the liberal arts and
6 Historical Sketch
sciences from an excellent faculty. The turmoil of the Vietnam era reached
Brunswick with the student strike of 1970, however, and even the fraternity
system began to be questioned. A more long-lasting change occurred in 1 97 1 with
the arrival of coeducation and an eventual increase in size to 1 ,400 students. In the
1980s, under the leadership of President A. LeRoy Greason, the College under-
took to reform the curriculum, expand the arts program, encourage environmental
study, attract more minority students and faculty, and make the College fully
coeducational.
By 1990. the College was nationally regarded as a small, highly selective
liberal arts college with an enviable location in coastal Maine and a strong
teaching faculty willing to give close personal attention to undergraduates. The
College continued to prove that it could innovate — for example, through pace-
setting programs to use computers to teach classics and calculus, through access
to live foreign television to teach languages, through student-constructed inde-
pendent study projects and "years abroad," and through the microscale organic
chemistry curriculum.
President Robert H. Edwards came to Bowdoin in 1990. He has reorganized
the College administration, strengthened budgetary planning and controls, and
developed processes for the discussion and resolution of key issues. In 1993-94,
he presided over the College's celebration of the 200th anniversary of its
founding.
PRESIDENTS OF BOWDOIN COLLEGE
Joseph McKeen 1802-1807
Jesse Appleton 1807-1819
William Allen 1820-1839
Leonard Woods, Jr. 1839-1866
Samuel Harris 1867-1871
Joshua L. Chamberlain 1871-1883
William DeWitt Hyde 1885-1917
Kenneth C. M. Sills 1918-1952
James S. Coles 1952-1967
Roger Howell. Jr. 1969-1978
Willard F. Enteman 1978-1980
A. LeRoy Greason 1981-1990
Robert I i. Edwards 1990—
Admission to the College
In May 1989, the Governing Boards of Bowdoin College approved the follow-
ing statement on admissions:
Bowdoin College is, first and foremost, an academic institution. Hence
academic accomplishments and talents are given the greatest weight in the
admissions process. While accomplishments beyond academic achieve-
ments are considered in admissions decisions, these are not emphasized to
the exclusion of those applicants who will make a contribution to Bowdoin
primarily in the academic life of the College. In particular, applicants with
superior academic records or achievements are admitted regardless of their
other accomplishments. All Bowdoin students must be genuinely committed
to the pursuit of a liberal arts education, and therefore all successful
applicants must demonstrate that they can and will engage the curriculum
seriously and successfully.
At the same time that it is an academic institution, Bowdoin is also a
residential community. To enhance the educational scope and stimulation of
that community, special consideration in the admissions process is given to
applicants who represent a culture, region, or background that will contribute
to the diversity of the College. To ensure that the College community thrives,
special consideration in the admissions process is also given to applicants
who have demonstrated talents in leadership, in communication, in social
service, and in other fields of endeavor that will contribute to campus life and
to the common good thereafter. And to support the extracurricular activities
that constitute an important component of the overall program at Bowdoin,
and that enrich the life of the campus community, special consideration in the
admissions process is also given to applicants with talents in the arts, in
athletics, and in other areas in which the College has programs. The goal is
a student body that shares the common characteristic of intellectual commit-
ment but within which there is a considerable range of backgrounds,
interests, and talents.
Although Bowdoin does not require that a student seeking admission take a
prescribed number of courses, the typical entering first-year student will have had
four years each of English, foreign language, mathematics, and social science,
and three to four years of laboratory sciences. Further, most will offer studies in
arts, music, and computer science. We strongly recommend that students have
typing or keyboard training.
Candidates applying to Bowdoin College are evaluated individually by
members of the admissions staff in terms of six factors: academic record, the level
of challenge in the candidate' s course work, counselor/teacher recommendations
and Bowdoin interview, application and essay, overall academic potential, and
personal qualities.
8 AJni iss ion to the College
APPLICATION AND ADMISSION PROCEDURES
Early Decision
Each year Bowdoin offers admission to approximately 40 percent of its entering
class through two Early Decision programs. Those candidates who are certain that
Bowdoin is their first choice and have a high school record that accurately reflects
their potential may wish to consider this option, since it may resolve the
uncertainty of college admission early in the senior year. The guidelines for Early
Decision are as follows:
1. When candidates file an application for admission, they must state in
writing that they wish to be considered for Early Decision and that they will enroll
if admitted. Early Decision candidates are encouraged to file regular applications
at other colleges, but only with the understanding that these will be withdrawn and
no new applications will be initiated if they are accepted on an Early Decision
basis by their first-choice college. In other words, only one Early Decision
application may be made, but other regular applications may be initiated simul-
taneously.
2. The application and essay, request for Early Decision, a School Report
Form, a secondary school transcript of grades, the two Teacher Comment Forms,
and the application fee of $50 (or fee- waiver form) must be submitted to Bowdoin
by November 1 5 for notification by late December, or by January 1 for notifica-
tion by mid-February. (Candidates requiring an application fee waiver may
petition for one through their guidance counselor using the standard CEEB form.)
3. Candidates admitted via Early Decision who have financial need as estab-
lished by the guidelines of the College Scholarship Service and based on the
Service's "Profile" will be notified of the amount of their award soon after they
receive their Early Decision acceptance, provided their financial aid forms are on
file at Bowdoin.
4. The submission of College Entrance Examination Board or American
College Testing scores at Bowdoin is optional as an admissions requirement.
Applicants need not be deterred from applying for Early Decision because the)
have not completed the CEEB or ACT tests. (However, CEEB or ACT scores are
used lor academic counseling and placement, and students are required to submit
scores over the summer prior to enrolling.)
5. An Early Decision acceptance is contingent upon completion of the senior
year in good standing.
6. Many candidates not accepted under the Early Decision program will be
transferred to the regular applicant pool. Each year a number o\ applicants who
Bit deterred under hark Decision are accepted early in April, when decisions on
all regular admissions are announced. However, some students may be denied
admission at Early Decision time if the Admissions Committee concludes thai
their credentials are not strong enough to meet the overall competition for
admissions.
7. Responsibility lor understanding and complying with the ground rules of
I arl) Decision rests with the candidate. Should an Early Decision candidate
violate the provisions of the program, die College will reconsider the offer of
admission and financial aid.
Admission to the College 9
Regular Admission
The following items constitute a completed admissions folder:
1. The student's application form submitted with the application fee ($50) as
early as possible in the senior year. The deadline for receiving regular applications
is January 1. Bowdoin College also accepts the Common Application in lieu of
its own form and gives equal consideration to both. Students may obtain copies
of the Common Application from their high schools.
Students using the Common Application are required to submit a supplemen-
tary essay describing the positive impact that one outstanding secondary school
teacher has had on the candidate's intellectual development.
2. School Report: The college advisor's estimate of the candidate's character
and accomplishments and a copy of the secondary school record should be
returned to Bowdoin no later than January 1. A transcript of grades through the
midyear marking period (Midyear School Report) should be returned to Bowdoin
by February 15. If a student matriculates at Bowdoin College, the School Report
and secondary school transcript will become part of the permanent college file and
will be available for the student's inspection.
3. Recommendations: Each candidate is required to submit two Teacher
Comment Forms, which should be given to two academic subject teachers for
completion and returned as soon as possible and no later than January 1 .
4. College Entrance Examination Board or American College Testing
Scores: Bowdoin allows each applicant to decide if his or her standardized test
results should be considered as part of the application. In past years approximately
25 percent of Bowdoin' s applicants have decided not to submit standardized test
results. In those cases where test results are submitted, the Admissions Committee
considers this information as a supplement to other academic information such as
the transcript and recommendations. The candidate is responsible for making
arrangements to take the College Board examinations and for seeing that
Bowdoin receives the scores if he or she wants them to be considered as part of
his or her application. Should Bowdoin receive the scores on the secondary school
transcript, these scores will be inked out before the folder is read by the
Admissions Committee. Students choosing to submit their SAT or ACT and
Achievement Test scores should complete all examinations no later than January
of the senior year.
N.B. — Because standardized test results are used for academic counseling and
placement, all entering first-year students are required to submit scores over the
summer prior to enrolling.
5. Visit and Interview: A personal interview at Bowdoin with a member of the
admissions staff or senior interviewer is strongly encouraged but not required.
Distance alone sometimes makes it impossible for candidates to visit the College.
Members of the Bowdoin Alumni School and Interviewing Committee (BASIC)
are available in most parts of the country to assist those applicants. (For further
information on BASIC, see page 237.) Candidates' chances for admission are not
diminished because of the lack of an interview, but the interviewers' impressions
of a candidate's potential are often helpful to the Admissions Committee. Ten
carefully selected and trained Bowdoin senior interviewers conduct interviews to
10 Admission to the College
supplement regular staff appointments from September through December. On-
campus interviews are available from the third week in May to December 31.
The Admissions Office is open for interviews throughout the year, except from
January 1 to the third week in May, when the staff is involved in the final selection
of the class.
6. Notification: All candidates will receive a final decision on their applica-
tion for admission by early April. A commitment to enroll is not required of any
candidate (except those applying for Early Decision) until the Candidates'
Common Reply date of May 1. Upon accepting an offer of admission from
Bowdoin, a student is expected to include a $300 admissions deposit, which is
credited to the first semester's bill.
7. Candidates requiring an application fee waiver may petition for one through
their guidance counselor using the standard CEEB form.
Deferred Admission
Admitted students who wish to delay their matriculation to the College for one
year should request a deferment from the dean of admissions prior to May 1,
explaining the reasons for delaying matriculation. It is Bowdoin's policy to honor
most of these requests and to hold a place in the next entering class for these
students as long as the student agrees to withdraw all applications at other colleges
or universities. A $300 nonrefundable admissions deposit must accompany the
deferral request.
Admission with Advanced Standing
Bowdoin recognizes the College Entrance Examination Board Advanced Place-
ment and the International Baccalaureate programs and may grant advanced
placement and credit toward graduation for superior performance in those
programs. Applicants to Bowdoin are encouraged to take advantage of these
programs and to have test results sent to the Admissions Office. Inquiries may be
directed to the Office of Student Records.
Decisions on both placement and credit are made by the appropriate academic
department in each subject area. Some departments offer placement examinations
during the orientation period to assist them in making appropriate determinations.
Every effort is made to place students in the most advanced courses for which they
are qualified, regardless of whether they have taken AP or IB examinations before
matriculation.
Determinations of advanced placement and credit are made during the
student's first year at Bowdoin. First-year Students m;iy apply a maximum of eight
course credits toward the degree from the following sources: Advanced Place-
men! Program, Internationa] Baccalaureate Program, and college credits from
other institutions earned prior to matriculation.
Admission to the College 1 1
International Students
The Admissions Committee attempts to assemble a highly diverse entering class
and therefore welcomes the perspective that international students bring to the
Bowdoin community. In 1996-97, 482 international students applied for admis-
sion to Bowdoin. Of these, 51 were admitted and 23 enrolled.
Admissions policies and procedures for international students are the same as
for regular first-year applicants, with the following exceptions:
1. All international students must submit the Bowdoin application and the
International Student Supplement.
2. Students whose first language is not English must submit official results of
the Test of English as a Foreign Language by January 1 .
3. All international students who submit the College Scholarship Service
Foreign Student Financial Aid Form and the Bowdoin Financial Aid Application
(BFAA) will be considered for Bowdoin funds to defray part of their college costs,
provided the student and his or her family can pay a portion of the college
expenses. Bowdoin has designated three to four fully funded scholarships for
international students for each entering class. These scholarships often cover the
full cost of tuition, fees, and room and board. The competition for these
exceptional financial aid packages tends to be intense. Both first-year and transfer
applicants who wish to be considered for financial aid should submit required
materials by January 1 .
Transfer Students
Each year, a limited number of students from other colleges and universities will
be admitted to sophomore or junior standing at Bowdoin. The following informa-
tion pertains to transfer candidates:
1 . Citizens of the United States should file the Bowdoin application and
Transfer Student Supplement by March 1 for fall admission and by November 1 5
for midyear admission and include the $50 application fee. International students
should file the application by January 1 for fall admission and by November 1 5
for midyear admission and include the Transfer Student Supplement, Interna-
tional Supplement, and the application fee. Applicants must arrange to have
submitted at the same time transcripts of their college and secondary school
records, statements from deans or advisors at their colleges, and at least two
recommendations from current or recent professors. Interviews are strongly
recommended but not required. As soon as it becomes available, an updated
transcript including spring semester grades should also be sent. Candidates whose
applications are complete will normally be notified of Bowdoin's decision in
April or May. Candidates for January admission are notified in mid-December.
2. Transfer candidates should have academic records of Honors quality ("B"
work or better) in a course of study that approximates the work that would have
been done at Bowdoin, had they entered as first-year students. Bowdoin accepts
transfer credit for liberal arts courses in which a grade of C or higher has been
12 Admission to the College
received Further, transfer students should understand that although they may
expect an estimate regarding class standing upon transferring, official placement
is possible only after updated transcripts have arrived at our Office of Student
Records and have been appraised by the appropriate dean and academic depart-
ments.
3. Although two years of residence are required for a Bowdoin degree,
students who have completed more than four semesters of college work are
welcome to apply for admission, with this understanding. Students who have
already received their bachelor's degree are ineligible for first-year or transfer
admission.
4. The financial aid funds available for transfer students may be limited by
commitments the College has already made to enrolled students and incoming
first-year students. All transfer students are eligible for aid, based on financial
need. Domestic applicants for aid must submit a Free Application for Federal
Student Aid (FAFSA) and the College Scholarship Service's "Profile" by March
1. International applicants for aid must file the College Scholarship Service
Foreign Student Financial Aid Form by January 1 . Financial aid usually is not
available for transfer students applying for January admission.
Special Students
Each semester, as space within the College and openings within courses permit,
Bowdoin admits a few special students who are not degree candidates. In general,
this program is intended to serve the special educational needs of residents in the
Brunswick area. Those who already hold a bachelor's degree from a four-year
college are normally ineligible for the program, although exceptions may be made
for teachers wishing to upgrade their skills or for Bowdoin graduates who need
particular courses to qualify for graduate programs. One or two courses are
charged at a special rate of $ 1 , 1 65 per course and no more than two courses may
be taken each semester. No financial aid is available for special students.
Interested applicants should submit the completed special student form and
enclose the $50 application fee at least one month prior to the beginning of the
semester. A personal interview is strongly encouraged. Inquiries should be
addressed to the Special Student Coordinator in the Admissions Office.
APPLICATION FOR FINANCIAL All)
Need-Blind Admissions Policy
It is the policy of Bowdoin College to meet the lull calculated financial need of
all enrolled Students ami meet the full calculated financial need of as many
entering first-year siiulenls as llie College's financial resources permit.
i he College customarily budgets enough aid resources to meet the full
calculated needol all enrolling students without using financial need as a criterion
in the selection pun ess. Because spending history is Bowdoin's only guide, there
is no guarantee that the budgeted funds will ultimately be sufficient to make all
admission decisions without regard to financial need.
Admission to the College 1 3
For seven of the last ten years, financial need has not been a criterion in the
selection of candidates for admission with the exception of students offered
admission from the waiting list, transfer candidates, and non-U.S. citizens. In the
other three years (1990-91, 1991-92, and 1992-93), over 95 percent of the
students admitted where chosen without regard to their ability to pay. Financial
need was only considered in the last 25 to 40 decisions.
Bowdoin College has been "need-blind" in its initial selection of first-year
candidates for the past three years (1993-96). The resources budgeted for
financial aid have increased significantly each year. In addition, the capital
campaign currently underway has as one of its primary goals the addition of $30
million in endowment for financial aid.
Procedure for Application for Financial Aid
Students who wish to be considered for financial aid must submit an application
each year. The primary financial aid document is the College Scholarship
Service's "Profile." Entering students may register for "Profile" through their
secondary school. A brief supplement, the Bowdoin Financial Aid Application
(BFAA), is included with the application materials for admission to the College
to ensure our Student Aid Office is aware of a candidate's intent to file for aid.
Application deadlines are given below. Returning students will be issued forms
as part of their renew package in March.
Candidates should not be discouraged from applying to Bowdoin College for
lack of funds. Because of its extensive scholarship grant and loan programs,
Bowdoin's financial aid policy is designed to supplement family efforts so that
as many students as possible can be admitted each year with the full amount of
needed financial assistance. In 1 996-97, approximately 42 percent of the entering
class of 464 students were awarded need-based grants. The average award of
grant and loan was $17,551. The amount of assistance intended to meet the
individual's need is calculated from the information in the College Scholarship
Service's "Profile." Additional material about the program of financial aid at
Bowdoin can be found on pages 15-20. Awards of financial aid are announced
soon after letters of admission have been sent.
Summary of Application Deadlines
Application materials for admission and student aid include the complete Appli-
cation for Admission (or the Common Application with supplementary essay),
the Bowdoin Financial Aid Application or Foreign Student Financial Aid Appli-
cation, the College Scholarship Service Profile, and the Free Application for
Federal Student Aid (FAFSA). New applicants should submit these materials in
accord with the following deadlines:
Early Decision I
November 15: Application for Admission, Bowdoin Financial Aid
Application, Profile
February 15: FAFSA
1 4 Admission to the College
Early Decision II
January 1: Application for Admission, Bowdoin Financial Aid
Application, Profile
February 15: FAFSA
Regular Admission
January 1 : Application for Admission
February 15: Bowdoin Financial Aid Application, Profile, FAFSA
Transfer Applicants
Fall: March 1: Application for Admission, Bowdoin Financial Aid
Application, Profile, FAFSA
Spring: November 15: Application for Admission, Bowdoin Finan-
cial Aid Application.
NOTE: Financial aid is usually not available for spring transfer
students.
International Applicants
First- Year Students and Fall Transfers:
January 1 : Application for Admission, Foreign Student Financial
Aid Form, TOEFL Report
Spring Transfers: November 15: Application for Admission, For-
eign Student Financial Aid Form, TOEFL Report.
NOTE: Financial aid is usually not available for spring transfer
students.
All correspondence concerning first-year and transfer admis-
sion to the College should be addressed to the Dean of
Admissions, Bowdoin College, Brunswick, ME 0401 1; tel.
(207) 725-3100, FAX: (207) 725-3101. Inquiries about finan-
cial aid should be addressed to the Director of Student Aid,
Bowdoin College, Brunswick, ME 04011; tel. (207) 725-
3273.
Financial Aid
Bowdoin college's financial aid policy is designed to supplement family re-
sources so that as many students as possible can attend the College with the full
amount of needed assistance. Scholarship grants, loans, and student employment
are the principal sources of aid for Bowdoin students who need help in meeting
the expenses of their education. Bowdoin believes that students who receive
financial aid as an outright grant should also expect to earn a portion of then-
expenses and that they and their families should assume responsibility for
repayment of some part of what has been advanced to help them complete their
college course. Consequently, loans and student employment will generally be
part of the financial aid award. All awards are made on the basis of satisfactory
academic work and financial need, which is arequisite in every case. Applications
for financial aid should be submitted to the director of student aid, who coordi-
nates the financial aid program. Submission of the required application forms
guarantees that the student will be considered for all the financial aid available to
Bowdoin students, including grants, loans, and jobs from any source under
Bowdoin' s control.
Approximately 60 percent of Bowdoin' s grant budget comes from endowed
funds given by alumni and friends of the College. Information on the availability
of scholarship and loan funds may be obtained through the College ' s Student Aid
Office. Questions regarding endowed funds and the establishment of such funds
should be directed to the Office of Development.
In 1995-96, Bowdoin distributed a total of about $9,565,000 in need-based
financial aid. Grants totaled about $7,750,000 in 1995-96 and were made to about
40 percent of the student body. Long-term loans continue to be an integral part of
financial aid, supplementing scholarship grants. The College provides about
$850,000 to aid recipients each year from loan funds under its control; another
$965,000 in loan aid comes from private lenders under the terms of the federal
Stafford program.
Application for Financial Aid
Students who wish to be considered for financial aid must submit an application
each year. A Bowdoin Financial Aid Application is included with the application
materials for admission to the College. The deadlines for the Bowdoin Financial
Aid Application and Profile are: November 15 for Early Decision Option I
candidates; January 1 for Early Decision Option II candidates; February 15 for
regular admission candidates. International candidates should file their financial
aid application concurrently with their application for admission. In addition, all
candidates for aid must submit the Free Application for Federal Student Aid
(FAFS A) by February 15.
The FAFSA is used to determine eligibility for the following aid programs at
the College: Pell Grants provided by the federal government; Federal Supplemen-
tary Education Opportunity Grants (SEOG); Federal Perkins Loans (formerly
NDSL); Federal Stafford Loans (formerly GSL); and Federal Work Study jobs.
16 Financial Aid
The Bowdoin Financial Aid Application and the "Profile" are used to determine
the family's need for Bowdoin College scholarship grants and Bowdoin College
Consolidated Loans.
Transfer students applying for aid must file the FAFSA with the federal
sen ices and the "Profile" w ith the College Scholarship Service by March 1 and
send the Bowdoin Financial Aid Application and a Financial Aid Transcript
(available from their previous college) to the Student Aid Office.
Whether an individual receives financial aid from Bowdoin or not, he or she
is eligible to apply for long-term, low-interest loans under the Federal Stafford
Loan program. Such loans are generally available from private lenders and
require both a FAFSA and a separate loan application.
When parents and students sign the Bowdoin Financial Aid Application, the
FAFSA, and the "Profile," they agree to provide a certified or notarized copy of
their latest federal or state income tax return, plus any other documentation that
may be required. To verify or clarify information on the aid application, it is a
common practice for the College to ask for a copy of the federal tax return (Form
1040, 1040EZ or 1041 A) and W-2 Forms each year. The College's Financial Aid
Committee will not take action on any aid application until the required documen-
tation has been submitted.
Eligibility for Aid
To be eligible for aid at Bowdoin College, a student must
1 . be a degree candidate who is enrolled or is accepted for enrollment on at least
a half-time basis;
2. demonstrate a financial need, which is determined, in general, on the basis
of College Scholarship Service practices; and
3. satisfy academic and personal requirements as listed in the Financial Aid
Notice that accompanies an award of aid.
In addition, to qualify for any of the programs subsidized by the federal
government, a student must be a citizen, national, or permanent resident of the
United States or the Trust territory of the Pacific Islands.
A student is eligible for Bowdoin aid for a maximum of eight semesters. The
College's Financial Aid Committee may. at its own discretion, award a ninth
semester of aid.
The amount and types of aid a student may receive are limited by calculated
need ;is determined by the College's Financial Aid Committee. If funds are not
sufficient to meet the lull need of eligible students in any year, the Committee will
adopt procedures to assure that the greatest number of eligible candidates will
receive the greatest proportion of the aid they need.
All awards of financial aid made in anticipation of an academic year, including
the first year, will remain in effect for the lull year unless the student's work is
unsatisfactory. Students ma) also be assured of continuing financial aid that
meets their need in subsequent years if their grades each semester are such as to
assure progress required for continued enrollment (see General Regulations,
Deficiency in Scholarship," pages J3 34).
Financial Aid 17
Awards of students whose work is unsatisfactory may be reduced or with-
drawn for one semester. Awards may also be reduced or withdrawn for gross
breach of conduct or discipline.
Determination of Need
College policy is to meet a student's full, calculated financial need for each year
in which he or she qualifies for aid, if funds are available. Financial need is the
difference between Bowdoin's costs and family resources. Resources will consist
of parental income and assets, student assets, student earnings, and other re-
sources, such as gifts, non-College scholarships, and veteran's benefits.
Parental assistance from income and assets is determined from the information
submitted on the FAFSA, "Profile," and Bowdoin Financial Aid Application. It
is presumed that both of the parents or legal guardians are responsible for a child' s
educational expenses, including the continuing obligation to house and feed the
student to whatever extent is possible. Divorce or separation of the natural parents
does not absolve either parent from this obligation.
Student assets at the time the first application is filed are expected to be
available for college expenses in the years leading to graduation. From 80 to 100
percent of those student savings are prorated over the undergraduate career in the
College's initial need calculation. Students are not required to use their savings,
and may choose to make up this amount in other ways. If a student decides to use
those savings over fewer years or for other purposes, Bowdoin will continue to
include the prorated amount in its calculation of student assets.
The College expects students to earn a reasonable amount during summer
vacation and/or from academic-year campus employment. The amount will vary
depending upon the student's year in college and the prevailing economic
conditions, but it is the same for all aid recipients in each class.
The sum of these resources when subtracted from Bowdoin's cost determines
the student's need and Bowdoin's financial aid award.
Aid Awards
Awards are a combination of scholarship grants and self-help, i.e., a loan offer and
a campus earnings expectation. The College determines both the type and amount
of aid that will be offered to each student. The aid combination, or package, as it
is called, varies each year depending upon a student's need. Even if the total
amount of aid remains unchanged, the family should expect the scholarship grant
to decrease by $ 1 50 to $200 per year and the annual self-help portion to increase
by the same amount.
Scholarship grants are gift aid that is provided without student obligation of
any kind. No repayment of the scholarship grant is expected. These awards come
from a variety of sources such as endowed funds, current gifts, and the federal
government, including any Pell grant a student may receive. Students are
automatically considered for all grants and therefore do not apply for specific
awards.
18 Financial Aid
Bowdoin College Loans, Stafford Loans, and Perkins Loans are available to
students to cover payment of educational expenses. Parents are typically not
legally responsible for repayment of these loans. The loan portion of an aid
package is an offer; students often are eligible to borrow in excess of the amount
offered. The scholarship grant will not be affected by a student's decision to
accept or decline all or any part of the loan. An additional parental contribution
or extra summer or campus earnings may be used to replace the loan at the
discretion of the student and the family. Long-term loans may also be made to
students not receiving scholarship grants.
These loans, including Stafford Loans, Perkins Loans, and Bowdoin College
Consolidated Loans, bear no interest during undergraduate residence. As of July
1994, interest is charged at 5 percent for the latter two loans; interest on Stafford
Loans is variable, with a maximum rate of 8.25 percent. Payment over a ten-year
period begins six months after graduation, or separation, or after graduate school;
two or three years of deferment are possible for various categories of service or
internships. Perkins Loans also provide for the cancellation of some payments for
persons who become teachers and/or who serve in the Peace Corps or Vista, and
for several other types of service.
Small, short-term loans are available upon application at the Controller's
Office.
Student Employment
A student who receives aid is expected to meet part of the educational expense
from summer employment and from a campus earnings expectation, which is
included in the financial aid award. The student may choose to work or not; this
decision has no further effect upon the scholarship grant or loan offer.
Bowdoin's student employment program offers a wide variety of opportuni-
ties to undergraduates. These include direct employment by the College, employ-
ment by the fraternities, and employment by outside agencies represented on the
campus or located in the community. College policy is to give priority in hiring
to students of recognized financial need. However, there is no limitation as to
which students may work on campus. Employment opportunities are open to all
students who are interested and able to work. Commitments for employment are
made to first-year students at the opening of College in the fall. The annual student
payroll currently stands at about $800,000.
Federal Financial Aid Programs Available at Bowdoin
I be ( lollege participates in the Federal Work-Study Program established under
the Economic Opportunity Act of 1964, the Federal Supplementary Educational
Opportunity Grants Program established under the Higher Education Act of 196S,
and the federal I'ell Grant Program established under the Higher Education
Amendments Of 1972, along with the Federal Perkins and federal Stafford Loan
programs mentioned above. The College also works elosely with several states
that can provide handicapped students and those receiving other forms of state aid
with financial assistance to help with their educational expenses.
Financial Aid 19
First- Year Student Awards
About 190 entering students each year receive prematriculation awards to help
them meet the expenses of their first year. Recently the awards have ranged from
$500 to $28,000. As noted above, some awards are direct grants, but most also
include loan offers. The size and nature of these awards depend upon the need
demonstrated by the candidates. The application process and deadlines are
described on pages 7-14. Candidates will be notified of a prematriculation award
soon after they are informed of the decision on their applications for admission,
usually about April 5.
Upperclass Awards
Awards similar to prematriculation scholarships are granted to undergraduates
already enrolled in college on the basis of their financial need and academic
progress. All continuing students who wish to be considered for aid must register
as aid candidates with the Office of Student Aid by April 15 each year. The
director of student aid will make the appropriate forms available each year and
will provide notification of application requirements and filing deadlines.
It is the responsibility of the student to submit all required forms on time
according to the dates published by the Student Aid Office. Upperclass students
and their families must complete the Bowdoin Financial Aid Application, the
Free Application for Federal Student Aid (FAFSA), and the "Profile" of the
College Scholarship Service for each year that aid is requested. Upperclass
students file for aid between February and April; award notifications are mailed
in early July.
Normally, awards are made at the end of one academic year in anticipation of
the next, but applications or requests for a financial aid review may be made in
November for aid to be assigned during the spring semester on a funds-available
basis.
Awards made for a full year are subject to the same provisions covering
prematriculation awards, but those made for a single semester are not considered
as setting award levels for the following year.
Foreign Student Awards
Bowdoin has a limited number of fully funded financial aid awards for foreign
students. However, to be considered for these awards, the student must file the
College Scholarship Service's Foreign Student Financial Aid Application, which
is included in the admissions application sent by the Admissions Office. Foreign
students who do not apply at the time of admission should not expect financial aid
during any of their years at Bowdoin.
Graduate Scholarships
Bowdoin is able to offer a number of scholarships for postgraduate study at other
institutions. Grants of various amounts are available to Bowdoin graduates who
continue their studies in the liberal arts and sciences and in certain professional
20 Financial Aid
schools. Awards up to full tuition are possible for those attending Harvard
University's medical, law, or business schools. In 1995-96, Bowdoin provided
$202,000 in graduate scholarship assistance to 62 students. Further information
about these scholarships is available through the Student Aid Office.
Special Funds
Income from these funds is used to assist students with special or unexpected
needs. Further information is available through the Office of the Dean of Student
Affairs.
Further information about application procedures, eligibility, need calculation
and awards, plus descriptions of individual federal, state, and College programs
is contained in the Financial Aid Notice that accompanies an award of aid and is
available upon request. Questions about Bowdoin' s aid programs may be ad-
dressed to the director of student aid.
Expenses
COLLEGE CHARGES
The charges for tuition, room rent, board, and fees for 1996-97 are listed below.
These do not include costs for travel, books, or personal expenses; students must
budget for such items on their own.
By Semester
Total
Fall
Spring
For the Year
Tuition
$10,705.00
$10,705.00
$21,410.00
Board
1,670.00
1,670.00
3,340.00
Room Rent
Residence Halls
1,335.00
1,335.00
2,670.00
Pine and
Harpswell St. Apts.
1,770.00
1,770.00
3,540.00
Other Apartments
1,477.50
1,477.50
2,955.00
Student Activities Fee :
► 82.50
82.50
165.00
Health Services Fee*
87.50
87.50
175.00
Telephone Service**
35.00
35.00
70.00
*These fees are mandatory for all enrolled students.
**This fee applies to students in College housing.
Beginning in 1997-98, the College will impose a fee for participation in off-
campus study programs for which Bowdoin degree credit is desired. The fee for
1997-98 will be $600 per semester, or $750 for an academic year at a single
institution or program. The fee is waived for students attending certain programs
with which Bowdoin maintains a consortial relationship. Details are available
from the Office of Off-Campus Study. For planning purposes, students and
parents should anticipate that tuition and other charges may increase each year to
reflect program changes and other cost increases experienced by the College.
Registration and Enrollment
All students are required to register during registration week of the prior semester
in accordance with the schedules posted at the College. Any student who initially
registers for classes after the first week of classes must pay a $20 late fee. All
students are further required to submit an Enrollment Form by the end of the first
week of classes. While registration places students in courses, the Enrollment
Form serves to notify the College that the student is on campus and attending
classes. A fee of $20 is assessed for late submission of the Enrollment Form.
A $300 Continuation Deposit is due March 15 from all students planning to
continue at Bowdoin the following fall semester. Students may not register for
classes unless this deposit has been paid. The deposit is an advance payment
against the fall semester tuition and will be shown on the bill for that term. Failure
to register will result in forfeiture of this deposit.
21
22 Expenses
Refunds
Refunds of tuition and fees for students leaving the College during the course of
a semester will be made in accordance with the following refund schedule:
During the first two weeks 80%
During the third week 60%
During the fourth week 40%
During the fifth week 20%
Over five weeks No refund
Refunds for board and room will be prorated on a daily basis in accordance
with the student's attendance as it relates to the College's calendar, after
adjustments for fixed commitments and applicable overhead expense. Students
who are dismissed from the College within the first five weeks for other than
academic or medical reasons are not entitled to refunds. Financial aid awards will
be credited in proportion to educational expenses as stipulated in a student's
award letter, but in no case will they exceed total charges to be collected.
Application for a refund must be made in writing to the bursar of the College
within 30 days of the student's leaving.
Tuition
Any student completing the number of courses required for the degree in fewer
than eight semesters must pay tuition for eight semesters, although the dean of
student affairs is authorized to waive this requirement if courses were taken away
from Bowdoin. The accumulation of extra credits earned by taking more than four
courses during a semester shall not relieve the student of the obligation to pay
tuition for eight full semesters at Bowdoin College.
There are opportunities at Bowdoin to receive financial aid in meeting the
charge for tuition. Detailed information about scholarships, loans, and other
financial aid may be found on pages 15-20.
Room and Board
Entering first-year students are guaranteed housing and are required to live on
campus. They may indicate their residence needs on a preference card issued by
the Residential Life Office during the summer preceding their arrival at Bowdoin.
The director of residential life coordinates housing accommodations for the
remaining classes through a lottery system, the most equitable approach given the
College's limited space lor housing.
Residence hall suites consist ol a Study and bedroom, provided with essential
Furniture. Students should furnish blankets and pillows; linen ami laundry
services are available al moderate cost. College property is not to be removed
from the building or from the room in which it belongs; occupants are held
responsible lor any damage to their rooms or furnishings.
I '.i >ard Charges are the same regardless ol whether a student eats at the Moulton
Union, WentWOlth Hall, or a fraternity. Students who live in Bowdoin facilities.
Expenses 23
except apartments, are required to take a 19-meal or 14-meal board plan. Partial
board packages are available to students living off campus or in College-owned
apartments.
Other College Charges
All damage to the buildings or other property of the College by persons unknown
may be assessed equally on all residents of the building in which the damage
occurred. The Student Activities Fee is set by the student government, and its
expenditure is allocated by the Student Activities Fee Committee.
Health Care
The facilities of the Dudley Coe Health Center and the Counseling Service are
available to all students. Part of the Health Services Fee covers health and accident
insurance, in which all students are enrolled. Insurance offers year-round cover-
age and can be extended to cover study away.
Bills are rendered by the College for many medical services provided through
the health center. Most of these costs are covered by student health insurance. A
pamphlet specifying the coverage provided by student health insurance is
available from the bursar and will be included with the first tuition bill each year.
Any costs not covered by insurance will be charged to the student's account.
Motor Vehicles
All motor vehicles, including motorcycles and motor scooters, used on campus
or owned and/or operated by residents of any College-owned residence or
recognized fraternity must be registered with Campus Security. The registration
fee is $10 a year for students living in College housing. For students living off
campus in apartments and fraternities, registration is free. Failure to register a
motor vehicle will result in a $25 parking ticket each time the vehicle is found on
campus. Students wishing to register a vehicle for a period of time less than one
semester must make special arrangements with Campus Security. All students
maintaining motor vehicles at the College are required to carry adequate liability
insurance. Parking on campus is limited and students will be assigned parking
areas according to their living locations.
PAYMENT OF COLLEGE BILLS
Bills for the tuition, board, room rent, and fees for the fall and spring semesters
will be sent on or about July 15 and November 20, and are due August 1 and
January 1, respectively. Credits (funds actually received) and tentative credits
will also appear on the bill. Bowdoin scholarship grants, payments from the
family, and any other cash payments are examples of credits. Non-Bowdoin
scholarship aid that has been reported, Bowdoin loan offers, payment plan
contracts, and approved Stafford and parent loan applications are tentative
credits. The balance due is the difference between all charges and all credits.
24 Expenses
Bills are sent to the student unless the bursar is requested to direct them to
someone other than the student.
Students and their parents or guardians may pay the College charges as they
fall due each semester, or by using one of the installment payment plans offered
by Academic Management Services, the Knight College Resource Group, or
Tuition Management Systems. They may also arrange to pay the total due by
using a mixture of these two payment options.
The payment dates in the payment plans may not be deferred for the conve-
nience of families using Stafford and parent loans, or other tuition payment
programs. Both long- and short-term financial arrangements should be made far
enough in advance to assure payment on the required dates. Students with unpaid
bills may not register for or attend classes, nor are they eligible for academic
credit, semester grade reports, transcripts, or degrees.
By registering for classes, a student incurs a legal obligation to pay tuition and
fees. This debt may be canceled only if the student withdraws from the College
prior to the start of classes. Later withdrawals are subject to the published refund
schedule.
After the first week of classes, the College reserves the right to remove any
student from classes, and from College housing, who has not satisfied his or her
financial obligations. Any campus meal plan will also be terminated at that time.
Late-Payment Charge
The balance due each semester will be considered overdue if not paid by the due
date, and any unpaid balance will be subject to a late charge of $ 1 00 per semester.
Exemptions will be given only for tentative credits (see first paragraph of this
section).
The Curriculum
The College recognizes through its course offerings and requirements the
importance of relating a liberal education to a world whose problems and needs
are continually changing. Bowdoin does not prescribe specific courses for all
students. Rather, each student determines an appropriate program of liberal arts
courses in consultation with an academic advisor.
A vital part of this educational experience takes place in the interaction
between students and their academic advisors. Each student is assigned an
academic advisor at the start of the first year and the two meet first during
orientation. Students generally maintain this relationship through the sophomore
year.
Students declare their majors during the second semester of the sophomore
year. Afterwards, a student is advised by a member of his or her major department.
Advisors and students regularly consult prior to each registration period.
ACADEMIC REQUIREMENTS FOR THE DEGREE
To qualify for the bachelor of arts degree, a student must have
1. successfully passed 32 courses;
2. spent four semesters (passing at least 16 courses) in residence, at least two
semesters of which will have been during the junior and senior years;
3. completed at least two semester courses in each of the following divisions
of the curriculum — natural science and mathematics, social and behavioral
sciences, and humanities and fine arts — and two semester courses in non-
Eurocentric studies; and
4. completed a departmental major, a double major, a coordinate major, an
interdisciplinary major, or a student-designed major (a departmental minor
may be completed with any of the preceding).
No student will ordinarily be permitted to remain at Bowdoin for more than
nine semesters of full-time work.
DISTRIBUTION REQUIREMENTS
Distribution requirements should normally be completed by the end of the
sophomore year. Students must take two courses from each of the three divisions
of the curriculum, with two courses in non-Eurocentric studies. A course that
satisfies the non-Eurocentric studies requirement may also count for its division.
Because these requirements are intended to apply to the college liberal arts
experience, they may not be met by Advanced Placement or International
Baccalaureate credits, but may be met by credits earned while studying away from
Bowdoin. Areas of distribution are defined as follows:
Natural Science and Mathematics: Biochemistry, biology, chemistry, com-
puter science, geology, mathematics, neuroscience, physics, and certain environ-
25
26 The Curriculum
mental studies and psychology courses. (Designated by the letter a following a
course number in the course descriptions.)
Social and Behavioral Sciences: Africana studies, economics, government,
psychology, sociology and anthropology, and certain Asian studies, environmen-
tal studies, history, and women's studies courses. (Designated by the letter b
following a course number in the course descriptions.)
Humanities and Fine Arts: Art. Chinese, classics, dance, education. English,
film. German. Japanese, music, philosophy, religion. Romance languages, Rus-
sian, theater, most history courses, and certain Asian studies and women's studies
courses. (Designated by the letter c following a course number in the course
descriptions.)
Non-Eurocentric Studies: Students must take two courses that focus on a non-
Eurocentric culture or society, exclusive of Europe and European Russia and their
literary, artistic, musical, religious, and political traditions. The requirement is
intended to introduce students to the variety of cultures and to open their minds
to the different ways in which people perceive and cope with the challenges of life.
Though courses primarily emphasizing North American and European topics will
not count toward this requirement, courses focusing on African-American,
Native American, or Latin American cultures will meet the requirement. Lan-
guage courses do not meet this requirement. (Designated by the letter d following
a course number in the course descriptions.)
THE MAJOR PROGRAM
Students may choose one of six basic patterns to satisfy the major requirement at
Bowdoin: a departmental major, a double major, a coordinate major, an interdis-
ciplinary major, a student-designed major, or any of the preceding with a
departmental minor. Majors are offered in the following areas:
Africana Studies Government and Legal Studies
Anthropology History
Art History Mathematics
Asian Studies Music
Biochemistry Neuroscience
Biology Philosophy
Chemistry Physics and Astronoim
Classics and Classics/Archaeology Psychology
Computer Science Religion
Economics Romance Languages
English Russian
Environmental Studies Sociology
French Spanish
Geology Visual Arts
German Women's Studies
The Curriculum 27
Students are required to declare their majors before registering for the junior
year, after consultation with their departmental advisor(s). This allows students
ample time to be exposed to a broad range of courses and experiences before
focusing their educational interests. Some departments have courses that must be
passed or criteria that must be met before a student will be accepted as a major.
Students may change their majors after consultation with the relevant depart-
ments. Students may not declare a new major after the first semester of the senior
year. Special requirements exist for interdisciplinary or student-designed majors.
These are described below.
Departmental Major
All departments authorized by the faculty to offer majors specify the requirements
for the major in the Catalogue. A student may choose to satisfy the requirements
of one department (single major) or to satisfy all of the requirements set by two
departments (double major). A student who chooses a double major may drop one
major at any time by completing the appropriate form in the Office of Student
Records.
Coordinate Major
The coordinate major encourages specialization in an area of learning within the
framework of a recognized academic discipline. The coordinate major is cur-
rently offered only in relation to the Africana Studies Program and the Environ-
mental Studies Program. For a specific description of these majors, see pages 41-
42 and 103.
Interdisciplinary Major
As the intellectual interests of students and faculty alike have reached across
departmental lines, there has been a growing tendency to develop interdiscipli-
nary majors. Interdisciplinary majors are designed to tie together the offerings and
major requirements of two separate departments by focusing on a theme that
integrates the two areas. Such majors usually fulfill most or all of the requirements
of two separate departments and usually entail a special project to achieve a
synthesis of the disciplines involved.
Anticipating that many students will be interested in certain patterns of
interdisciplinary studies, several departments have specified standard require-
ments for interdisciplinary majors. For descriptions of these interdisciplinary
majors, see pages 145^16.
A student may take the initiative to develop an interdisciplinary major not
specified in the Catalogue by consulting with the chairs of the two major
departments. Students who do so must have their program approved by the
Recording Committee. Students should be prepared to present their proposals to
the Recording Committee by March 1 of their sophomore year.
A student may not select an interdisciplinary major after the junior year.
28 The Curriculum
Student-Designed Major
Some students may wish to pursue a major program that does not fit either the
pattern of a departmental major or an interdisciplinary major. The faculty has
authorized a process by which a student working together with two faculty
members can develop a major program that demonstrates significant strength in
at least two departments. Such strength is to be shown in both the number and
pattern of courses involved. Guidelines for the development of student-designed
majors are available from the Office of Student Records; student-designed majors
require the approval of the Recording Committee. Students should be prepared to
present their proposals to the Recording Committee by March 1 of their sopho-
more year.
The Minor
All departments and some programs offer a minor program consisting of no fewer
than four courses and no more than seven courses, including all prerequisites. A
minor program must be planned with and approved by both the student's major
and minor departments no later than the end of the first semester of the senior year.
A minor may be dropped at any time by completing the appropriate form in the
Office of Student Records.
INFORMATION ABOUT COURSES
Course Credit
Bowdoin courses typically meet for three hours a week, with the anticipation that
additional time may be spent in lab, discussion group, film viewings, or prepara-
tory work. All courses, except performance studies courses, earn one credit each.
Performance courses earn one-half credit each, and must be taken for two
consecutive semesters.
Course Load
All students arc required to enroll for four full credits each semester. Students
wishing to take more than five credits must receive approval from the dean of
student affairs. A student may not take live credits while on academic probation
or, in the case of first-year students, in the semester following the receipt of an F,
without the dean's approval. Juniors or seniors who have accumulated extra
credits must have approval from the dean of Student affairs to carry a three-credit
load once during any, of their last four semesters at Bowdoin. Other students who
wish to carry a reduced load must also have permission from the dean of student
affairs.
Seniors may be required to lake one course per semester in their major
department, at the department's discretion.
No extra tuition Charge is levied upon students who register lor more than lour
credits, and, by the same token, no reduction in tuition is granted to students who
choose to register for fewer than lour credits.
The Curriculum 29
Course Examinations
The regular examinations of the College are held at the close of each semester. An
absence from an examination may result in a grade of F. In the event of illness or
other unavoidable cause of absence from examination, the dean of student affairs
may authorize makeup of the examination.
Registration
Registration for each semester is completed by submitting the Course Registra-
tion Card. The card must be signed by the academic advisor (first- and second-
year students) or the major department advisor(s) (juniors and seniors), and must
be presented to the Office of Student Records by 5:00 p.m. on the day specified.
For continuing students, registration occurs at the end of the prior semester,
generally about four weeks before final examinations. For new students, registra-
tion occurs during orientation. Enrollment in courses is complete only when
students submit the Enrollment Form. This must be submitted by the end of the
first week of classes. This form verifies that a student is on campus and attending
classes. Enrollment Forms returned late are subject to a $20 fine. In addition, any
student who registers initially for courses after the first week of classes must pay
a $20 late fee.
Once classes begin, students may adjust their schedules by submitting an add/
drop card to the Office of Student Records. No course may be added after the third
week of classes. No course may be dropped after the sixth week of classes. A
student will not receive a grade for a course unless he or she has completed and
submitted the forms to register for or add the course. Also, a student will receive
a failing grade for a course he or she stops attending unless a drop form has been
completed and submitted.
Independent Study
With departmental approval, a student may elect a course of independent study
under faculty supervision. A department will ordinarily approve one or two
semesters of independent study for which regular course credit will be given. A
definite plan for the project approved by the department and the project director
must be presented to the Office of Student Records by the end of the first week
of classes. Where more than one semester's credit is sought for a project, the
project will be subject to review by the department at the end of the first semester.
In special cases the Recording Committee, upon recommendation of the depart-
ment, may extend credit for additional semester courses beyond two.
There are normally two kinds of independent study and each should be
registered for under the appropriate course number. A directed reading course
designed to allow a student to explore a subject not currently offered within the
curriculum shall be numbered 291, 292, 293, or 294. An independent study that
will culminate in substantial and original research or in a fine arts, music, or
creative writing project, or that is part of a departmental honors program, shall be
numbered 401 or higher. Independent study may not be taken on a Credit/Fail
basis.
30 The Curriculum
GRADES AND ACADEMIC REGULATIONS
Course Grades
Course grades are defined as follows: A, excellent; B, good; C, fair; D, poor; F,
failing. A grade of D indicates work that, in at least some respects, falls below the
acceptable standard for academic work at Bowdoin; only a limited number of D
grades may be counted toward the requirements for graduation (see "Deficiency
in Scholarship," below).
Most departments will not accept as prerequisites or as satisfying the require-
ments of the major, courses for which a grade of D has been given. Questions
should be referred directly to the department chair. Students who receive a grade
of D or F in a course may retake the course. Both courses and both grades will
appear on the transcript, but only one course credit will be given for successful
completion of a given course.
In independent study courses that will continue beyond one semester, instruc-
tors have the option of submitting at the end of each semester, except the last, a
grade of S (for Satisfactory) in place of a regular grade. A regular grade shall be
submitted at the end of the final semester and shall become the grade for the
previous semesters of independent study.
A report of the grades of each student is sent to the student at the close of each
semester.
Credit/Fail Option
A student may choose to take a limited number of courses on a Credit/Fail basis
as opposed to a graded basis. If a student chooses this option, credit is given if the
student produces work that is at the level of C or above. A student may elect no
more than one course of the normal four-course load each semester on a Credit/
Fail basis, although a student may elect a fifth course any semester on a Credit/
Fail basis. No more than four of the thirty-two courses required for graduation
may be taken on a Credit/Fail basis; courses in excess of the thirty-two required
may be taken for Credit/Fail without limit as to number. Most departments require
that all courses taken to satisfy requirements of the major be graded. Courses
taken to satisfy distribution requirements may be taken on a Credit/Fail basis. No
course may be changed from graded to Credit/Fail or vice versa after die first week
of classes. A course added alter the first week may be taken on a Credit/Fail basis.
Incompletes
With the approval Qf the dean of student affairs and the instructor, a grade of
Incomplete may he recorded in any course for extenuating circumstances such as
family emergency, illness, etc. At the lime an Incomplete Form is signed by the
dean, the student, and the instructor, a date shall he set by which all unfinished
work must he submitted. Ordinarily, this will he no later than the end ol the second
week of Classes Of the following semester. The instructor should submit a final
The Curriculum 3 1
grade within two weeks of this date. If the agreed-upon work is not completed
within the specified time limit, the Office of Student Records will change the
Incomplete to Fail. Any exceptions to this rule or a change of the specified time
limit may require approval of the Recording Committee.
The Dean's List
Students who in a given semester receive grades of A or B in at least the equivalent
of four full-credit courses (no grade lower than a B) are placed on the Dean's List
for that semester. A grade of Credit or Satisfactory may not be substituted for one
of the required letter grades. A student whose Satisfactory grade is later converted
to an A or a B, and who thereby becomes eligible for the Dean' s List, will be placed
on the Dean's List retroactively.
Leave of Absence
A student in good standing may, with the approval of his or her advisor, apply to
the dean of student affairs for a leave of absence for nonacademic pursuits for one
or two semesters. The leave must begin at the end of a regular semester. A student
on approved leave is eligible for financial aid upon his or her return. A student
wishing to apply for a leave of absence for one or both semesters of an academic
year must submit an application by March 1 of the previous academic year.
Applications for leave of absence submitted during the fall semester requesting
a leave for the next spring semester will be considered only in the most urgent
circumstances. Academic credit may not be transferred to Bowdoin for courses
taken while on approved leave of absence.
Transfer of Credit from Other Institutions
The information in this section pertains to courses taken at institutions during the summer.
Regulations about transfer of credit from academic year off-campus study programs can
be found in the section on Off-Campus Study, beginning on page 37. Transfer of credit for
other reasons must have the approval of the Recording Committee.
The Bowdoin degree certifies that a student has completed a course of study that
meets standards established by the faculty. With the exception of work completed
in an approved off-campus study program or at an institution with which the
College maintains a consortial relationship, it is normally expected that all of a
student's coursework after matriculation will be completed at Bowdoin.
The College recognizes that there may be rare occasions when it would serve
a student's educational interests to take courses elsewhere for credit toward the
Bowdoin degree. In such cases, the work done elsewhere should represent a
standard of achievement comparable to what is expected at Bowdoin and a field
of study characteristic of the liberal arts. The College does not grant credit for
professional or vocational study in other institutions.
32 The Curriculum
A student may transfer a cumulative total of no more than four credits from
study in summer school programs. The College discourages summer study at
two-year institutions. No student will be granted credit for study at a two-year
institution after the student has achieved Junior Class standing at Bowdoin.
Credit is not granted for courses taken elsewhere during the academic year except
in special circumstances and with the prior approval of the Recording Committee.
Students should apply to the Office of Student Records for permission to
transfer credit in advance of enrollment at another institution. The Application
for Transfer of Credit requires the recommendation of the appropriate Bowdoin
department chair as well as the catalog description and syllabus of each course for
which credit is desired. In certain cases, students may be given conditional
approval and be required to submit supporting documents, including the course
syllabus and all papers and exams, after the course has been completed; the
Recording Committee may decline to grant credit if, in its judgment and that of
the appropriate Bowdoin department, the course or the student's work in the
course do not satisfy Bowdoin academic standards.
Credit is not awarded for courses in which the student has earned a grade below
C- or for courses taken on a Credit/Fail basis.
No credit will be awarded until an official transcript showing the number of
credits or credit-hours and the grade(s) earned has been received from the other
institution. It is the student's responsibility to ensure that the transcript is sent
directly to the Office of Student Records. The transcript must be received and
permission to transfer credit secured within one year following the term in which
the course was taken. Credit may not be accepted if a longer time period has
elapsed.
Students should be aware that credits earned elsewhere may not transfer on a
one-to-one basis; some courses may be accorded less (or more) than a full
Bowdoin credit. Students are advised to consult with the Office of Student
Records in advance to learn the basis on which transfer credit will be determined.
For comparison purposes, students should know that one Bowdoin course is
understood to be equal to 4 semester-hours or 6 quarter-hours.
Regulations concerning transfer of credit from academic-year off-campus
study programs can be found in the section on Off-Campus Study on page 37.
THE AWARD OF HONORS
General Honors
General honors (or Latin honors) are awarded on the basis of all grades earned for
work done at Bowdoin in a student's final six semesters. A student who receives
.i grade ol Doi F in an) course at Bowdoin or in any course at an institution from
which academic credit is being transferred to Bowdoin is not eligible for general
honors. Students who have studied at Bowdoin for fewer than six semesters are
not eligible,
A degree cum laude shall be awarded to a student at least 75 percent of whose
grades are As or IK Within these grades, there must be two As for each C.
The Curriculum 33
To receive a degree magna cum laude, a student shall fulfill the requirement
for a degree cum laude, with the additional stipulation that at least 30 percent of
the grades must be As in addition to the As balancing the Cs.
The degree summa cum laude shall be awarded to a student at least 70 percent
of whose grades are As and the balance Bs.
Departmental Honors: The Honors Project
The degree with a level of honors in a major subject is awarded to students who
have distinguished themselves in coursework in the subject and in an honors
project. The award is made by the faculty upon recommendation of the depart-
ment or program.
The honors project offers seniors the opportunity to engage in original work
under the supervision of a faculty member in their major department or program.
It allows qualified seniors to build a bridge from their coursework to advanced
scholarship in their field of study through original, substantial, and sustained
independent research. The honors project can be the culmination of a student's
academic experience at Bowdoin and offers an unparalleled chance for intellec-
tual and personal development.
Students who have attained a specified level of academic achievement in their
field of study by their senior year are encouraged to petition their department or
program to pursue an honors project carried out under the supervision of a faculty
advisor. The honors project usually takes place over the course of two semesters;
some departments allow single-semester honors projects. The honors project
results in a written thesis and/or oral defense, artistic performance or showing,
depending on the student's field of study. Students receive a grade for each
semester's work on the honors project and may be awarded a level of honors in
their department or program, as distinct from general honors.
The honors project process differs across departments and programs in terms
of qualification criteria, requirements for completion, the level of honors awarded,
and the use of honors project credits to fulfill major course requirements. In
general, each semester's work on an honors project will be considered an
independent study numbered 401 or higher until the honors project is completed.
Students must complete an honors project to be eligible for departmental or
program honors. If students do not fulfill the requirements for completion of the
honors project but carry out satisfactory work for an independent study, they will
receive independent study credit for one or two semesters.
All written work in independent study accepted as fulfilling the requirements
for departmental honors is to be deposited in the College Library in a form
specified by the Library Committee.
DEFICIENCY IN SCHOLARSHIP
Students are expected to make "normal progress" toward the degree. Normal
progress is defined as passing the equivalent of four full-credit courses each
semester. Students may not matriculate in a fall semester if they are more than two
34 The Curriculum
course credits short of normal progress. Students who fail to meet this matricu-
lation standard normally are expected to make up deficient credits in approved
courses at another accredited institution of higher education.
The Recording Committee is responsible for ensuring that students' academic
records meet acceptable standards. To monitor substandard academic perfor-
mance, Bowdoin uses a system of academic probation.
Academic Probation
Students will be placed on academic probation for one semester if they
1 . receive two Fs, one F and two Ds, or four Ds in their first semester as first-
year students at Bowdoin;
2. receive one F or two Ds in any one subsequent semester;
3. receive a cumulative total of four Ds or two Fs during their tenure at
Bowdoin.*
Students will remain on academic probation if they receive one D while on
academic probation. Students who are on academic probation will be assigned to
work closely with their academic advisor. Students on academic probation are
normally not eligible to study away.
Academic Suspension
Students will be subject to academic suspension if they
1 . receive four Fs in their first semester as first-year students at Bowdoin;
2. receive two Fs, one F and two Ds, or four Ds in any subsequent semester;
3. receive one F or two Ds while on academic probation;
4. receive a cumulative total of three Fs, two Fs and two Ds, one F and four Ds,
or six Ds during their tenure at Bowdoin.*
A student who is suspended for academic deficiency is normally suspended for
at least one academic year. A suspended student must submit a petition for
readmission to the dean of student affairs and must present grades of C or better
in approved courses from another accredited four-year institution before readmis-
sion will be granted. A student who is readmitted is eligible for financial aid,
according to demonstrated need.
Dismissal
Students will be subject to dismissal if they
1 . incur a second academic suspension; or
2. receive a fifth F 'or a ninth I), or some equivalent combination olT'saiul Ds
where one F is equivalent to two Ds,* during their tenure at Bowdoin.
' In the computation Of cumulative grades for probation, suspension, or dismissal, grades
earned in the first Bemesterofthe first year an- given bah weight
The Curriculum 35
ACADEMIC SKILLS PROGRAMS
Quantitative Skills Development Program
The ability to understand and use quantitative information is increasingly essen-
tial in political and economic life. To be effective, citizens should be able to
interpret graphs and tables, understand quantitative relationships, and draw
conclusions from data. Many courses in science and social science use such skills,
but some entering college students are unprepared to get the most from these
courses. Begun in 1996-97, the Quantitative Skills Development Program
encourages all Bowdoin students to develop competence and confidence in using
quantitative information. Entering students are tested to assess their proficiency.
Those who would benefit from additional work are counseled to take courses
across the curriculum that build quantitative skills. Most of these courses are
supplemented with study groups led by trained peer tutors and coordinated by the
Quantitative Skills Development Center.
The Writing Project
The Writing Project is a peer tutoring program integrated into courses across the
curriculum and based on the premise that students are uniquely qualified to serve
as educated but nonj udgmental readers of one another' s writing . As collaborators
rather than authorities, peer tutors facilitate the writing process for fellow students
by providing helpful feedback while allowing student writers to retain an active
and authoritative role in writing and revising their work. Each semester, the
Writing Project assigns specially selected and trained Writing Assistants to a
variety of courses whose instructors have requested help. The Assistants read and
comment on early drafts of papers and meet with the writers individually to help
them expand and refine their ideas, clarify connections, and improve sentence
structure. After revisions have been completed, each student submits a final paper
to the instructor along with the early draft and Assistant's comments.
Students interested in becoming Writing Assistants apply in the spring. Those
accepted enroll in a fall semester course on the theory and practice of teaching
writing, offered through the Department of Education. Successful completion of
the course qualifies students to serve as tutors in later semesters, when they
receive a stipend for their work. A list of courses participating in the Project will
be available during the first week of each semester. For further information,
contact Kathleen O'Connor, director of the Writing Project.
SPECIAL ACADEMIC PROGRAMS
Architectural Studies
Although the College offers no special curriculum leading to graduate study in
architecture and no major in architecture, students interested in a career in this
field should consult with members of the Visual Arts division as early as possible.
Students can construct a course of study combining art and architecture studio
courses with others in art history, environmental studies, physics, and other
36 The Curriculum
related disciplines to prepare for professional architectural study. The architec-
ture studio course is intended to develop the ability to conceive and communicate
architectural and spatial concepts in two and three dimensions.
Arctic Studies
A concentration in Arctic studies, offered through the Department of Sociology
and Anthropology, the Department of Geology, and the Peary-MacMillan Arctic
Museum and Arctic Studies Center, provides students with opportunities to
explore cultural, economic, and environmental issues involving Arctic lands and
peoples. Students interested in the Arctic are encouraged to consult with the
director of the Arctic Studies Center in order to plan an appropriate interdiscipli-
nary program, involving course work and field work at Bowdoin and in the North.
Engineering Programs (3-2 Option)
Through an arrangement with the School of Engineering and Applied Science of
Columbia University and with the California Institute of Technology, qualified
students may transfer into the third year of an engineering option after completing
three years at Bowdoin. After the completion of two full years at the engineering
school, a bachelor of arts degree is awarded by Bowdoin and a bachelor of science
degree by the engineering school . Columbia also has a 4-2 plan, allowing students
to complete their senior year at Bowdoin before pursuing a master's degree.
Students also may apply as transfer students during their junior year to any
approved school of engineering in the country. Students should be aware that
admission to these schools is not automatic and does not assure financial aid.
Students interested in engineering programs should start planning early and
should consult regularly with James H. Turner of the Department of Physics. All
students must take Physics 103, 223, 227, and 228; Chemistry 109; Mathemat-
ics 161, 171, and 181; and Computer Science 101. They are also expected to have
at least ten semester courses outside of mathematics and science. Economics is
strongly suggested.
First-Year Seminars
Please see First- Year Seminars on pages 1 10-1 17.
Gay and Lesbian Studies
Gay and lesbian studies considers the specific cultural achievements of gay men
and lesbians and takes a critical perspective on the experience of gay men and
lesbians and on the role of sexuality in the culture. Although the College oilers
DO formal program in lesbian and gay studies, students interested in the field
should consult with the Gay and Lesbian Studies Committee. The following
eourses address questions Ol sexuality and might help students to gain a sense of
issues relevant to gay and lesbian studies: Anthropology 222; English 282,333;
History 15: and Sociology 16, 219, 252.
The Curriculum 37
Health Professions
Members of the Health Professions Advisory Committee, which is chaired by
Samuel S. Butcher, Department of Chemistry, are available to discuss career
interests and undergraduate course programs. The Career Planning Center (CPC)
maintains a collection of reference materials regarding the various health profes-
sions, as well as information about related summer internship programs.
A meeting for first-year students interested in the health professions is held at
the opening of College each fall. Additional programs intended to be of help and
interest to all students preparing for health professions are offered throughout the
year.
Legal Studies
Students considering the study of law should consult with the Legal Studies
Advisory Group and the Career Planning Center. Members of the Legal Studies
Advisory Group include Craig A. McEwen, Department of Sociology and
Anthropology; Richard E. Morgan and Allen L. Springer, Department of Govern-
ment and Legal Studies; Lisa Tessler, Director of the Career Planning Center; and
George S. Isaacson '70, Esq. These individuals assist students in designing a
coherent liberal arts program that relates to the study of law and allied fields, and
provide guidance on all aspects of the application process.
Bowdoin participates with Columbia University in an accelerated interdisci-
plinary program in legal education. Under the terms of this program, Bowdoin
students may apply to begin the study of law after three years at Bowdoin.
Students who successfully complete the requirements for the J.D. at Columbia
also receive an A.B. from Bowdoin.
Teaching
Students interested in teaching in schools or enrolling in graduate programs in
education should discuss their plans with personnel in the Department of
Education. Because courses in education and psychology, along with a major in
a teaching field, are necessary for certification, it is wise to begin planning early
so that schedules can be accommodated. An extensive resource library in the
Career Planning Center contains information about graduate programs, summer
and academic year internships, volunteer opportunities with youth and in the
schools, and public and private school openings. Career advising and credential
file services are also available.
OFF-CAMPUS STUDY
Students are encouraged to broaden and enrich their education through participa-
tion in programs of study outside the United States sponsored by other institutions
and organizations. Through the Twelve College Exchange and other programs,
the College also makes available opportunities to study for a semester or a year
elsewhere in the United States. Whether off-campus study occurs abroad or at
home, the College regards it as an extension of the on-campus educational
experience and expects the programs in which students earn credit toward the
degree to be comparable in intellectual challenge to work done at Bowdoin.
38 The Curriculum
A student who wishes to count academic credit earned in an off-campus study
program toward the Bowdoin degree is required to obtain approval, in advance,
from the Office of Off-Campus Study. If the student wishes to count credits
earned in the off-campus program toward the major, the approval of the major
department is required as well. Students contemplating off-campus study are
urged to begin planning early in the academic year before that in which they hope
to study away, and must complete a request for permission to study away no later
than March 1 . (Application deadlines for individual programs vary considerably;
it is the responsibility of the student to determine these deadlines and ensure that
they are met.) To be approved for Bowdoin degree credit, the proposed program
of study away should satisfy the College's academic standards and form an
integral part of a student's overall academic plan. Approval of individual requests
may also be affected by the College's concern to maintain a balance between the
number of students away during the fall and spring terms.
A list of approved programs is available in the Office of Off-Campus Study.
Ordinarily, students are expected to select programs from this list. In unusual
cases in which it is not possible to satisfy a student's academic objectives in an
approved program, the student may petition for permission to participate in an
unapproved program.
Credit earned in an off-campus study program is not formally transferred until
the Office of Student Records has received and reviewed appropriate documen-
tation from the program. In some cases, it may be required that the appropriate
Bowdoin department review the student's completed work.
Beginning in 1997-98, Bowdoin will charge an off-campus study fee (see
page 2 1 ); details are available from the Office of Off-Campus Study. Financial aid
normally continues to be available for students who qualify.
Bowdoin College is directly affiliated with the following programs:
Intercollegiate Center for Classical Studies in Rome
The Intercollegiate Center for Classical Studies in Rome, established in 1965,
provides undergraduates with an opportunity to study Roman art, archaeology,
and history, as well as Greek and Roman literature, Italian language, and
Renaissance and baroque Italian art. Under the auspices of a consortia! arrange-
ment directed by the Duke University Office of Foreign Academic Programs,
ICCS operates two semesters each academic year; students drawn from approxi-
mately 60 participating institutions generally enroll for one semester during their
junior year, further information about the program may be obtained from Barbara
Weiden Boyd in the Departmenl of Classics.
Intercollegiate Sri Lanka Education (ISLE) Program
The ISLE Program is a Bowdoin-adminislered study program in Kandy, Sri
Lanka. Established in 1981, and affiliated with the University of Peradeniya,
ISI I provides up t<> twenty students with (he opportunity to pursue academic
interests in South Asia. Course offerings include required language study, ancient
and modern history, Buddhisl philosophy and practice, social and gender issues.
The Curriculum 39
literature and folklore, politics and government, economics, dance, and indepen-
dent study. Students live with Sri Lankan host families and tour important
archaeological and religious sites during the program, and are encouraged to visit
India or other Asian countries after it concludes. Bowdoin grants five course
credits for the fall semester, and up to three additional credits for individually
tailored courses in the optional spring semester. Interested students should
consult Bowdoin' s ISLE advisor, John Holt, Department of Religion.
South India Term Abroad (SUA) Program
The SITA Program, administered by Bowdoin, operates in Tamil Nadu, India.
Designed primarily for non-South Asia specialists, SITA offers a standardized
curriculum in the fall semester, with courses in language, history, religion,
literature, social and cultural issues, and independent study, for which Bowdoin
grants five course credits. An extension of one to three months, for up to three
credits in individually tailored courses, is available for exceptional students.
Participants live with host families and tour several regions in South India during
the program, and may travel in other parts of South Asia after its conclusion.
Bowdoin' s SITA faculty advisor is Sara A. Dickey, Department of Sociology and
Anthropology and the Asian Studies Program, and the SITA administrator is Ted
Adams, whose office is at 38 College Street.
The Swedish Program in Organizational Studies and Public Policy
The Swedish Program is sponsored by the University of Stockholm and a
consortium of American colleges and universities, including Bowdoin. It offers
students the opportunity to spend either a semester or a year studying comparative
institutional organization and public policy in complex industrial societies. Most
courses are interdisciplinary in nature. The only required course is a semester of
Swedish language, but nearly all students take The Swedish Model and Compara-
tive Public Policy. A sampling of elective courses in 1996-97 includes Women
and Swedish Society, Sweden and the Global Economy, The Revolution in
Eastern Europe, and Developmental Psychology: The Aging Process. The two-
week orientation and several courses include study trips, and there are longer trips
to various parts of Sweden. Students may reside with Swedish families in and near
Stockholm or in campus dormitories. The Bowdoin faculty advisor is David J.
Vail, Department of Economics.
Twelve College Exchange
The Twelve College Exchange provides Bowdoin students with the opportunity
to study for a year at Amherst, Connecticut, Dartmouth, Mount Holyoke, Smith,
Trinity, Vassar, Wellesley, Wheaton, or Williams Colleges or Wesleyan Univer-
sity. Also available through the Twelve College Exchange are the Williams
College-Mystic Seaport Program in American Maritime Studies and the Na-
tional Theater Institute. The deadline for all Twelve College programs is
February 1 of the academic year preceding attendance. Further information is
available from the Office of Off-Campus Study.
Courses of Instruction
The departments of instruction in the following descriptions of courses are listed
in alphabetical order. A schedule containing the time and place of meeting of all
courses will be issued before each period of registration.
EXPLANATION OF SYMBOLS USED
[Bracketed Courses]: All courses not currently scheduled for a
definite semester are enclosed in brackets.
* On leave for the fall semester.
** On leave for the spring semester.
t On leave for the entire academic year.
a: Satisfies one semester of the distribution requirement for
natural science and mathematics.
b: Satisfies one semester of the distribution requirement for
social and behavioral sciences.
c: Satisfies one semester of the distribution requirement for
humanities and fine arts.
d: Satisfies one semester of the distribution requirement for non-
Eurocentric studies.
Prerequisites: Indicates conditions that must be met in order to
enroll in the course.
Course Numbering. Courses are numbered according to the
following system:
10-29 First-year seminars
30-99 Courses intended for the nonmajor
100-199 General introductory courses
200-289 General intermediate-level courses
291-299 Independent study: Directed reading
300-.W Advanced courses, including senior
seminars and topics courses
401-404 Independent study: Original or creative
projects 451-452 and honors courses
Africana Studies 41
Africana Studies
Administered by the Africana Studies Committee; Randolph Stakeman, Chair
(See committee list, page 277.)
Randolph Stakeman. Director
Joint Appointment with Sociology Joint Appointment with Religion
Assistant Professor Lelia De Andrade Instructor Eddie S. Glaude, Jr.
Adjunct Assistant Professor H. Roy Partridge, Jr.
Africana studies is an interdisciplinary program designed to bring the scholarly
approaches and perspectives of several traditional disciplines to bear on an
understanding of black life. Emphasis is placed on the examination of the rich and
varied cultures, literature, and history of black people in Africa and in the African
diaspora, including the United States, the Caribbean, and Latin America. Such a
systematic interdisciplinary approach captures the historic, multifaceted quality
of African- American scholarship and allows the student to integrate effectively
the perspectives of several academic departments at the College.
Requirements for the Major in Africana Studies
The major in Africana studies consists of five required core courses, a concentra-
tion of four additional courses, and a one-semester research project, for a total of
ten courses. The core courses — Africana Studies 101 or 102; Sociology 208;
English 275, 276, 285, or 286; History 236, 237, 243, or 256; and History 262
or 267 — have been chosen to give the student a thorough background for the study
of the black experience and to provide an introduction to the varied disciplines of
Africana studies.
The four-course concentration is intended to bring the methodologies and
insights of several disciplines to a single problem or theme. Suggested concentra-
tions are Race and Class in American Society, Cultures of the African Diaspora,
Political Economy of Blacks in the Third World, the Arts of Black America, and
the coordinate major. Appropriate courses to be taken should be worked out by
the student and the director of the Africana Studies Program.
Alternatively, the student and the director may devise a concentration around
another specific theme and submit a proposal to the Committee on Africana
Studies for its approval. In addition, the research project, normally completed in
the senior year, allows students to conduct research into a particular aspect of the
black experience. Students may complete their research project as part of a 300-
level course cross-listed in the program, or as an independent study under the
direction of one of the program's faculty. Students should consult with the
director concerning courses offered in previous years that may satisfy the
program requirements.
Coordinate Major in Africana Studies
The purpose of the coordinate major is to encourage specialization in Africana
studies within the framework of a recognized academic discipline. This major is,
by nature, interdisciplinary, and strongly encourages independent study. The
42 Courses of Instruction
coordinate major entails completion of an ordinary departmental major in
sociology, anthropology, or history. The student is expected to take those courses
within the major department that are cross-listed in the Africana Studies Program
insofar as departmental major requirements permit. In addition, the student must
take Africana Studies 101 or 102 and four other courses outside the major
department approved by the director of Africana studies. Students electing the
coordinate major are required to carry out scholarly investigation of a topic
relating to the African-American experience; not more than one of the elective
courses may normally be an independent study course (Africana Studies 291-
294 or 401^104).
First- Year Seminars
For a full description of the following first-year seminars, see page 1 10.
lOb.d. Racism. Spring 1997. Mr. Partridge.
14c,d. American Fiction in Black and White. Fall 1996. Ms. Muther.
16c. Blue, Gray, and Black: The Civil War and African Americans. Spring
1997. Mr. Rael.
Introductory, Intermediate, and Advanced Courses
51c,d. Myth and Heroic Epic of Africa. Spring 1999. Mr. Hodge.
A study of the pantheons and tales of gods and heroes from a range of
geographical areas and language groups of sub-Saharan Africa. The tales are
analyzed for form and content, with some comparisons to relevant classical and
European material. Enrollment limited to 50 students.
101 b,d. Introduction to Africana Studies. Spring 1997. Ms. De Andrade.
An introduction to the study of African peoples and societies. Provides a brief
historical grounding in the structures of societies and cultures in Africa. Focuses
on the relationships of Africans and peoples of African descent with other
societies and cultures. Considers in particular the images of Africa and Africans
constructed as a product of these socio-historic relations. Examines the experi-
ences of African immigrant groups and peoples of African descent in the United
Slates. South America, and the Caribbean. (Same as Sociology 100.)
102c,d. The African American Autobiography. Fall 1997. Mr. Stakeman.
A survey of African- American thought and experience as it is revealed
through the autobiography, one of the first literary genres developed by African
Americans. (Same as History 131.)
121c. History of Jazz. Every other year. Fall 1996. Mr. McCalla.
A survey of jazz from its African-American roots in the late nineteenth century
to the present. Emphasis on musical characteristics — styles, forms, types of
ensemble, important performers with some attention to the cultural and social
position of jazz m this country and its interaction with other musics. (Same as
Music 121.)
Africana Studies 43
208b,d. Race and Ethnicity. Fall 1996. Ms. De Andrade.
The social and cultural meaning of race and ethnicity, with emphasis on the
politics of events and processes in contemporary America. Analysis of the causes
and consequences of prejudice and discrimination. Examination of the relation-
ships between race and class. Comparisons among racial and ethnic minorities in
the United States and between their situations and those of minorities in other
selected societies. (Same as Sociology 208.)
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
210c. Topics in Jazz History: The Great Women Singers. Fall 1997.
Mr. McCalla.
A study of the most influential female singers in jazz history, including Bessie
Smith, Ella Fitzgerald, Billie Holiday, Carmen McRae, Sarah Vaughan, Dinah
Washington, and Betty Carter. Reading of biographies, autobiographies, and
historical source materials, along with tracing the singers' careers through their
recordings. Other issues addressed include their sometimes anomalous positions
as singers in a largely instrumental musical genre, as women in an otherwise
almost entirely male professional world, and as blacks in a white-dominated
industry. (Same as Music 210.)
Prerequisite: Music 121.
223b,d. African Politics. Fall 1996. Mr. Potholm.
An examination of the underlying political realities of modern Africa. Empha-
sis on the sociological, economic, historical, and political phenomena that affect
the course of politics on the continent. While no attempt is made to cover each
specific country, several broad topics, such as hierarchical and polyarchical forms
of decision-making, are examined in depth. A panel discussion with African
students and scholars usually is held at the end of the course. (Same as Govern-
ment 223.)
226c. African- American Art. Fall 1996. Ms. McGee.
A survey of African-American art from the late nineteenth century to the
present. This course examines the lives and careers of African- American artists
within the contexts of art, history, and theory. Artists to be covered include Henry
Ossawa Tanner, Aaron Douglas, Edmonia Lewis, Jacob Lawrence, Lois Mailou
Jones, Romare Bearden, John Biggers, and Faith Ringgold. Also considered are
works on view at the Bowdoin College Museum of Art. Readings are interdisci-
plinary and include the works of Alain Locke, James Porter, Paul Gilroy, and bell
hooks. (Same as Art 266.)
Prerequisite: Art 101 or permisison of the instructor.
233b,d- Peoples and Cultures of Africa. Spring 1998. Mr. MacEachern.
An introduction to the traditional patterns of livelihood and social institutions
of African peoples. Following a brief overview of African geography, habitat, and
culture history, lectures and readings cover a representative range of types of
economy, polity, and social organization, from the smallest hunting and gathering
44 Courses of Instruction
societies to the most complex states and empires. The emphasis is upon under-
standing the nature of traditional social forms; changes in African societies in the
colonial and post-colonial periods are examined but are not the principal focus of
the course. (Same as Anthropology 233.)
Prerequisite: Previous course in anthropology or sociology.
235c,d. The Plantation: Race and Slavery in the Americas. Fall 1996.
Mr. Rael..
This course uses the concept of the cash-crop plantation as a lens for examining
a range of issues regarding race, slavery, and colonialism in the Western
Hemisphere (c.1500- c.1900). Examines slavery in its Old World context, the
role of the plantation in the commercial revolution, the impact of European
rivalries on New World slavery, slave acculturation and resistance, the develop-
ment of African-American cultures and families, and the process and conse-
quences of emancipation. Enrollment limited to 16 students during 1996-
97. (Same as History 235.)
Prerequisite: Sophomore standing and previous coursework in African- Ameri-
can or African history, or Africana Studies; or permission of the instructor.
236c,d. The History of African Americans, 1619-1865. Fall 1996.
Mr. Rael.
Explores the history of African Americans in the nation through the Civil War.
Focuses on issues of African- American acculturation and identity formation, the
contributions of African Americans to American culture, and the influence of
American society and institutions on the experiences of black people. Through-
out, emphasis is placed on recovering the voices of African Americans through
primary sources. (Same as History 236.)
237c,d. The History of African Americans, 1865 to the Present. Spring 1997.
Mr. Rael.
Explores the history of African Americans from the end of the Civil War to the
present. Focuses on issues such as the dual nature of black identity, the emergence
of a national leadership, the development of protest strategies, the impact of
industrialization and urbanization, and the emergence of black cultural styles.
Throughout, emphasis is placed on recovering the voices of African Americans
through primary sources. (Same as History 237.)
239c. The Era of the Civil War and Reconstruction. Spring 1998.
Mr. Rael.
Examines the period between about 1X50 and about 1880. Emphasis on
politics, economies, the Supreme Court, and. above all, race relations. Topics
include the rise ol the Republican parly, abolitionism, slavery as an institution and
slave society, scclionalisin, Ihc war itself and its implications, the politics of
Reconstruction, the Frccdiiian's Bureau, and the establishment of a new basis for
while domination. (Same as History 239.)
241c. The Civil Rights Movement. Spring 1998. Mr. Ii vini .
Concentrates on the period from 1954 to 1970 and shows how various
individuals and groups have been pressing for racial justice for decades. Special
attention is paid to social action groups ranging from the NAACP to the SNCC,
Africana Studies 45
and to important individuals, both well known (Booker T. Washington) and less
well known (John Doar). Readings mostly in primary sources. Extensive use of
the PBS video series "Eyes on the Prize." (Same as History 243.)
242b,d. "Centers" and "Peripheries": States in West and Central Africa.
Spring 1997. Mr. MacEachern.
Examines the processes through which states and empires developed in West
and Central Africa, using data from archaeological, historical, and ethnographic
research. Particular attention given to the role of trans-Saharan cultural contacts
in state formation; economic and cultural contacts across environmental bound-
aries; roles that different slave trades have played in state formation; relationships
between state and non-state societies; and varying roles of Islam and traditional
religions in state formation. (Same as Anthropology 242.)
Prerequisite: Previous course in anthropology or sociology, or permission of
the instructor.
250c,d. Religious History of African Americans. Fall 1996. Mr. Glaude.
History and role of religion among African Americans from slavery to the
present. Inquiry into the significance of modernity and postmodernity on the
religious experience of African Americans. Focus on major topics, including:
transmission and transformation of African religions in the Americas; religious
culture of slaves and slaveholders in the antebellum South; development of
independent black churches in the early nineteenth century; effects of emancipa-
tion, migration, and urbanization upon black religious life; relation of race,
religion, and American nationalism (both white and black). (Same as Religion
260.)
251c. Prophecy and Social Criticism in the United States. Spring 1997. Mr.
Glaude.
Examination of the religious and philosophical roots of prophecy as a form of
social criticism in American intellectual and religious history. Max Weber, Eric
Voeglin, Sacvan Bercovitch, and Michael Walzer serve as key points of departure
in assessing prophetic criticism's insights and limitations. Focus on the role of
black prophetic critics such as James Baldwin, Martin L. King, Jr., and Cornel
West in confronting issues of race, economic disparity, and mass culture, and
themes such as American exceptionalism and white supremacy. (Same as
Religion 261.)
252c,d. Race and African American Thought. Fall 1996. Mr. Glaude.
An interdisciplinary examination of the complex array of African-American
cultural practices from slavery to postmodern times. Close readings of classic and
contemporary texts of African-American experiences and the encounter with
issues such as dread, death, and despair; joy, hope, and triumph. Readings will
include works from W.E.B. Du Bois, Cornel West, Orlando Patterson, Paula
Giddings, Richard Wright, and James Baldwin. (Same as Religion 262.)
[256c,d- Comparative Slavery.]
46 Courses of Instruction
262c,d. Slavery and the Slave Trade in Precolonial Africa. Spring 1998. Mr.
Stakem \v
An examination of slavery within Africa, the slave trade on the African
continent, and African connections to the intercontinental slave trade to the New
World. Investigates the role of slavery in African societies, the influence of Islam
on slavery, the conduct and economic role of the slave trade, and the social,
political, and economic effects of slavery and the slave trade on African states and
societies. (Same as History 262.)
264c,d. Islamic Societies in Africa. Fall 1996. Mr. Stakeman.
An examination of Islam as a theological system and as an ideology that orders
social relations in some African societies. The course will place particular
emphasis on the role of women in African Islamic societies. (Same as History
264.)
265c,d- The Political Economy of Southern Africa. Fall 1996.
Mr. Stakeman.
An introduction to the political and economic processes that have shaped
black/white relations in the region and an examination of the prospects for the
development of a successful multi-racial society, economic development, and
political stability. (Same as History 265.)
266c,d- History of East Africa. Spring 1997. Mr. Stakeman.
An examination of the political and economic history of East Africa from
precolonial societies to the present: topics will include pastoralist and agricultur-
ist societies, state formation, colonialism, nationalism, and post-colonial Kenya
and Tanzania. (Same as History 266.)
267c,d. West Africa from Colonialism to Independence. Spring 1998. Mr.
Stakeman.
An examination of the political and economic history of West Africa to try to
understand the region's present conditions and future prospects. Topics include
the imposition of colonial rule, the colonial restructuring of African society, the
rise of nationalist movements, the first and second generations of independence,
regional alliances, development strategies, the place of the region in the world
economy, and the military in politics. (Same as History 267.)
269c,d. The Pan African Idea. Spring 1997. Mr. Stakeman.
An examination of the growth of a Pan African sense of identity and the
exchange of political and cultural ideas among African and African diaspora
societies in the nineteenth and twentieth centuries. Enrollment limited to 16
students during 1996 ( J7. (Same as History 269.)
Prerequisite: Previous course in AJricana Studies, African-American or
African History, or permission ol the instructor.
|275e,d. African-American Fiction: History and Ideology. |
[276c,d. Topics in African-American Poetry.]
Africana Studies 47
285c,d. Twentieth-Century Anglophone Caribbean Literature. Spring 1 997.
Mr. Chude-Sokei.
An introduction to the literature of the Anglophone Caribbean. Writers include
Earl Lovelace, Jean Rhys, Edward Kamau Brathwaite, Louise Bennett, Claude
McKay, Jamaica Kincaid, and others. Although the themes of colonialism and
post-coloniality are present, the class addresses specifically local concerns, such
as the representation of Caribbean life, the politics of dialect, and issues less
apparent to a perspective that privileges a relationship with the West. (Same as
English 285.)
286c,d. The Literature of Black Diaspora. Fall 1996. Mr. Chude-Sokei.
From the early nineteenth century to the present, "race" has allowed a form of
literary expression unique to an African diaspora. This course studies the context
of cultural and aesthetic dissemination by looking at writers from throughout the
black dispersal. Writers include Paule Marshall, Levi Tafari, Linton Kwesi
Johnson, Victor Headley, and the work of scholars like Paul Gilroy and W.E.B.
Du Bois. (Same as English 286.)
287c,d. Introduction to West African Fiction in English. Fall 1997. Mr.
Chude-Sokei.
An introduction to the works of Chinua Achebe, Ama Ata Aidoo, Ayi Kwei
Armah, Buchi Emecheta, Wole Soyinka, and others. This course focuses on the
literature of Anglophone West Africa, but includes the work of other African
writers and critics. The course attempts to bridge the gap between a post-colonial
perspective and more nativist discourses and concerns. (Same as English 287.)
288c,d. Black Writing/Black Music. Spring 1998. Mr. Chude-Sokei.
From the Jazz poetry that characterized the Harlem Renaissance to the Dub
Poetry of post-independence Jamaican writers and contemporary Hip Hop, music
has been evoked as the aesthetic matrix in which many black writers operate. This
course investigates the relationship between written text and recorded sound. In
addition to texts by W.E.B. Du Bois, Langston Hughes, Toni Morrison, and
Michael Thelwell, this course also employs sound recordings. (Same as English
288.)
328c,d. African-American Poetry: Brown, Hayden, Brooks, and Harper.
Fall 1996. Ms. Muther.
Explores the work of four poets— Sterling Brown, Robert Hayden, Gwendolyn
Brooks, and Michael S. Harper—in relation to each other and to the double
heritage of African-American expressive culture and Anglo-American modern-
ism. Students participate in the conference/festival in honor of Michael S. Harper
to be held at the College during the fall semester. Enrollment limited to 15
students. (Same as English 328.)
Prerequisite: Permission of the instructor.
48 Courses of Instruction
330c,d. The Quest for a Nation: Blaek Nationalism and America. Spring
1998. Mr. Glaude.
Exploration of the concept of nation in the popular and political imagination
of nineteenth- and twentieth-century African-American intellectuals. Focus on
key figures of each period and on historical events that track the various uses of
the word. Emphasis on the processes of transfer that take place between religious
and racial identities that yield the national community are explored from two
distinctive angles: white and black America. (Same as Religion 330.)
Prerequisite: Religion 101 and one additional course in Religion, or permisison
of the instructor.
332c,d. Modernism and African- American Literature. Spring 1997. Mr.
Chude-Sokel
Focuses on the experience and discourse of "modernism" as it relates to black
writers in and around the Harlem Renaissance, with particular attention to where
black American (and immigrant West Indian) writers fit into this traditionally
Euro-American aesthetic category. Writers include W.E.B. Du Bois, Claude
McKay, Zora Neale Hurston, Jean Toomer, and Alain Locke's seminal New
Negro anthology. Enrollment limited to 15 students. (Same as English 332.)
Prerequisite: Permission of the instructor.
[333c. Research in Twentieth-Century African-American History.]
336c,d. Research in Nineteenth-Century African- American History. Fall
1997. Mr. Rael.
Students will prepare a research paper written from primary historical sources.
Topics address such issues as African Americans in the Revolutionary era, the end
of slavery in the North, a host of problems relating to slavery in the South, free
black life, the Civil War and black Americans, mass emancipation. Reconstruc-
tion, and the Jim Crow period. (Same as History 336.)
Prerequisite: Any course in U.S. history. Preference given to students with
background in African-American history.
361c. African Radical Thought. Fall 1997. Mr. Stakkman.
An examination of the writings and speeches of African nationalists and
radical critics of African and European society. (Same as History 361.)
390. Seminar in Environmental Studies. Reform, Revolution, or Transfor-
mation: Perspectives Drawn from Sexual, Racial, and Environmental Poli-
tics. Fall 1997. Mr, Rensbnbrink.
This interdisciplinary seminar investigates the philosophic and political
I 1 . 1 1 1 1 1 . made In contemporary social movements lor women, people of color.
ml lesbians, and the environment. Such problems as identity politics,
political correctness, the public/pi ivale split, the gap between nature and human-
ity, and the meaning ol 'difference are explored. Special emphasis is given to the
relation ol these movements to the common good. The common pood is treated
both as a possible standard of political unity and as a challenge to reformist.
Art
49
revolutionary, or transformational action. Course work includes lectures, class
discussion, reports, essays, and papers. Enrollment limited to 15 students.
Preference given to junior and senior majors. (Same as Environmental Studies
390 and Women's Studies 390.)
291-294. Intermediate Independent Study.
401-404. Advanced Independent Study and Honors.
Art
Professors Associate Professors Visiting Assistant
Thomas B. Cornell Linda J. Dochertyf Professors
Clifton C. Olds, Director, Larry D. Lutchmansingh Anne Harris
Art History Division John McKee Julie L. McGee
Mark Wethli, Chair Susan E. Wegner Lecturer
John B. Bisbee
Adjunct Lecturers
Christopher C. Glass
Cecilia Hirsch
The Department of Art comprises two programs: art history and criticism, and
visual arts. Majors in the department are expected to elect one of these programs.
The major in art history and criticism is devoted primarily to the historical and
critical study of the visual arts as an embodiment of some of humanity's highest
values and a record of the historical interplay of sensibility, thought, and society.
The major in visual arts is intended to encourage a sensitive and disciplined
aesthetic response to one's culture and personal experiences through the devel-
opment of perceptual, creative, and critical abilities in visual expression.
Requirements for the Major in Art History and Criticism
The art history major consists of ten courses, excluding first-year seminars.
Required are Art 101 ; Art 1 10, 120, or 130; Art 212, 226, or a course in classical
archaeology; Art 222, 224, or 232; Art 242, 252, 254, 262, or 264; one additional
200-level course; two 300-level seminars; and two additional courses numbered
above Art 101, one of which may be an independent study. Art history majors are
also encouraged to take courses in foreign language and literature, history,
philosophy, religion, and the other arts.
Interdisciplinary Majors
The department participates in interdisciplinary programs in art history and
archaeology and in art history and visual arts. See page 145.
Requirements for the Minor in Art History and Criticism
The minor consists of five courses, excluding first-year seminars. Required
courses are Art 101; two 200-level courses; one 300-level course; and one
additional course numbered above Art 101.
The major and the minor in visual arts are described on page 54.
50 Courses of Instruction
COURSES IN THE HISTORY AND CRITICISM OF ART
50c. Art, Science, and the Mind. Fall 1996. Mr. Olds.
An examination of the interrelationship of art and science in the context of
intellectual history, with an emphasis on modes of perception and representation.
Topics to be considered include astrology and cosmology, optics and perspective,
photography and print media, medicine and anatomy, the voyages of discovery,
Darwinian evolution, and theoretical physics. These and other developments in
the sciences will be related to the art of the ancient Greeks and Romans, the
medieval cathedral builders, Leonardo da Vinci, Jan Vermeer, the French
Impressionists. Picasso, and contemporary photo-realists. There are no prerequi-
sites, and the course assumes no advance knowledge of art history or the sciences.
101c. Introduction to Western Art. Fall 1996. Ms. McGee.
A chronological survey of the art of the Western world (Egypt, the Near East,
Europe, and the European-based culture of North America), from the Paleolithic
period of prehistoric Europe to the present. Considers the historical context of art
and its production, the role of the artist in society, style and the problems of
stylistic tradition and innovation, and the major themes and symbols of Western
art. Required of majors in art history, majors in visual arts, and minors in art
history. This course is a prerequisite for most upper-level courses in the history
of art.
110c,d. Introduction to East Asian Art. Spring 1997. Mr. Olds.
A chronological survey of Chinese, Korean, and Japanese art from prehistoric
times to the present. Considers major examples of painting, sculpture, architec-
ture, and the decorative arts in the context of historical developments and major
religions of East Asia. (Same as Asian Studies 110.)
120c,d. Introduction to South Asian Art. Fall 1996. Mr. Lutchmansingh.
A survey of the architecture, sculpture, and painting of the Indian subcontinent
(India. Pakistan. Nepal, Tibet, and Sri Lanka) from prehistoric to early modern
times. Major emphasis is placed on the art of the three great ancient traditions of
Hinduism. Buddhism, and Jainism: and three special subjects — the development
of the Buddha image, the dance of Shiva, and the Hindu temple — arc studied in
some detail. (Same as Asian Studies 120.)
130c,d. Introduction to Art from Ancient Mexico and Peru. Spring 1997. Ms.
WEGNE&
A chronological survey of the cuts created by major cultures of ancient Mexico
and Peru. Mcsoamerican cultures Studied include the Olmec, Teotihuacan, the
Maya, and the Aztec up through the arrival of the Europeans. South American
cultures such as Chavfn, Nasca, and [nca are examined. Painting, sculpture, and
architecture are considered m the context of religion and society. Readings in
translation include Mayan myth and chronicles ol the conquest.
Art
51
209c. Introduction to Greek Archaeology. Fall 1997. Mr. Higginbotham.
Introduces the techniques and methods of classical archaeology as revealed
through an examination of Greek material culture. Emphasis upon the major
monuments and artifacts of the Greek world from prehistory to the Hellenistic
age. Architecture, sculpture, fresco painting, and other "minor arts" are examined
at such sites as Knossos, Mycenae, Athens, Delphi, and Olympia. Considers the
nature of this archaeological evidence and the relationship of classical archaeol-
ogy to other disciplines such as art history, history, and classics. Assigned reading
supplements illustrated presentations of the major archaeological finds of the
Greek world. (Same as Archaeology 101.)
210c. Introduction to Roman Archaeology. Fall 1996. Mr. Higginbotham.
Surveys the material culture of Roman society, from Italy's prehistory and the
origins of the Roman state through its development into a cosmopolitan empire,
and concludes with the fundamental reorganization during the late third and early
fourth centuries of our era. Lectures explore ancient sites such as Rome, Pompeii,
Athens, Ephesus, and others around the Mediterranean. Emphasis upon the major
monuments and artifacts of the Roman era: architecture, sculpture, fresco
painting, and other "minor arts." Considers the nature of this archaeological
evidence and the relationship of classical archaeology to other disciplines such as
art history, history, and classics. Assigned reading supplements illustrated
presentations of the major archaeological finds of the Roman world. (Same as
Archaeology 102.)
[212c. Medieval Art.]
[222c. Art of the Italian Renaissance.]
224c. Mannerism. Fall 1996. Ms. Wegner.
Mannerism in art and literature. Artists include Michelangelo, Pontormo,
Rosso, Bronzino, El Greco. Themes include fantasy and imagination; ideal
beauty (male and female); the erotic and grotesque; and the challenging of High
Renaissance values. Readings include artists' biographies, scientific writings on
the senses, formulas for ideal beauty, and description of court life and manners.
The class uses the Bowdoin College Museum of Art's collection of sixteenth-
century drawings, prints, and medals.
226c. Northern European Art of the Fifteenth and Sixteenth Centuries. Fall
1996. Mr. Olds.
A survey of the painting of the Netherlands, Germany, and France. Topics
include the spread of the influential naturalistic style of Campin, van Eyck, and
van der Weyden; the confrontation with the classical art of Italy in the work of
Diirer and others; the continuance of a native tradition in the work of Bosch and
Bruegel the Elder; the changing role of patronage; and the rise of specialties such
as landscape and portrait painting.
Prerequisite: Art 101 or permission of the instructor.
52 Courses of Instruction
232c. Baroque Art. Spring 1997. Ms. Wegner.
The art of seventeenth-century Europe. Topics include the revolution in
painting carried out by Caravaggio, Annibale Carracci, and their followers in
Rome: the development of these trends in the works of Rubens, Bernini, Georges
de la Tour. Poussin. and others: and the rise of an independent school of painting
in Holland. Connections between art, religious ideas, and political conditions are
stressed.
Prerequisite: Art 101 or permission of the instructor.
[242c. European Art of the Nineteenth Century.]
252c. Modern Art. Spring 1997. Mr. Lutchmansingh.
A study of the modernist movement in visual art in Europe and the Americas,
beginning with post-impressionism and examining in succession expressionism,
fauvism, cubism, futurism, constructivism, Dada, surrealism, the American
affinities of these movements, the Mexican muralists, and the Canadian Group of
Seven. Modernism in analyzed in terms of the problems presented by its social
situation, its relation to other elements of culture, its place in the historical
tradition of Western art, and its invocation of archaic, primitive, and Oriental
cultures.
Prerequisite: Art 101, 242, or permission of the instructor.
[254c. Contemporary Art.]
[262c. American Art from the Colonial Period to the Civil War.]
[264c. American Art from the Civil War to 1945.]
266c. African-American Art. Fall 1996. Ms. McGee.
A survey of African-American art from the late nineteenth century to the
present. This course examines the lives and careers of African-American artists
within the contexts of art, history, and theory. Artists to be covered include Henry
Ossawa Tanner, Aaron Douglas, Edmonia Lewis, Jacob Lawrence, Lois Mailou
Jones, Romare Bearden, John Biggers, and Faith Ringgold. Also considered are
works on view at the Bowdoin College Museum of Art. Readings are interdisci-
plinary and include the works of Alain Locke, James Porter, Paul Gilroy, and bell
hooks. (Same as Africana Studies 226.)
Prerequisite: Art 101 or permission of the instructor.
Seminars in Art History
The seminars are intended to utilize the scholarly interests of members of the
department and provide an opportunity for advanced work for selected students
who have successfully completed enough of the regular courses to possess a
background. Admittance to all seminars requires permission of the instructor. The
department does not expect to give all, or in some cases any. seminars in each
semester. As the seminars are varied, a given topic may be offered only once, or
its form changed considerably from time to lime.
An 53
310c,d. The Art of Zen. Spring 1997. Mr. Olds.
An examination of the influence of Ch'an or Zen Buddhism on the art of China
and Japan, including painting, architecture, garden design, and the tea ceremony.
(Same as Asian Studies 310.)
Prerequisite: Permission of the instructor.
326c,d- The Altarpiece: Sacred Art and Ritual Ornament. Fall 1996.
Ms. McGee.
An examination of the sacred and decorative function of the altarpiece. Issues
of placement, ritual, iconography, and cultural and religious expression are
among the topics discussed. Readings focus on altarpieces from the Northern
Renaissance period, but students are encouraged to explore altarpieces from other
periods and cultures in their own research and to construct jointly altarpieces that
reflect contemporary ritual practices and beliefs.
Prerequisite: Permission of the instructor.
334c. Women Visionaries and the Visual Arts. Fall 1996. Ms. Wegner.
A study of women visionaries/artists/writers whose works have contributed to
the visual tradition of the Western world. Topics include: medieval illuminations
by women artist-visionaries; the role of art in the formation of visions; the impact
of visionary texts on development of passionate sacred imagery; books on
behavior that seek to limit women's gaze; visions rich in metaphors of the body,
suppressed by church hierarchy or condemned as demonic deception; women
writers' Utopian visions.
Prerequisite: Permission of the instructor.
374c. Dada and Neo-Dada. Fall 1996. Mr. Lutchmansingh.
After a historical and contextual overview of the Dada movement in Europe,
this seminar will consider in more analytical and interpretive terms the Dadaist
reconstitution of the object and the viewing audience; its artistic and intellectual
response to the emerging consumer and commodity culture; its attitude to
traditional art; its technical innovations, such as photomontage and combines; and
the transmission of its outlook and cultural values by such later twentieth-century
artists as Cornell, Kaprow, Klein, Johns, Rauschenberg, de Saint Phalle, Kienholz,
Oldenburg, Spoerri, Koons, Steinbach, and Gober. The seminar will conclude
with a study of associated contemporary developments in Latin America and
Japan.
Prerequisite: Permission of the instructor.
384c. Advertising. Spring 1997. Mr. Lutchmansingh.
An examination of the history, technical apparatus, visual instruments, ideolo-
gies, and persuasive strategies of advertising. Among the subjects to be studied
will be advertising's definition of the object-world; subjective need and desire;
forms of address and constitution of audiences; construction of gender; use in the
54 Courses of Instruction
political arena; relationship to established art forms, such as painting and design;
incorporation into certain twentieth-century art movements; and the conse-
quences of its contemporary globalization. Among the broad approaches to
analysis and interpretation will be those provided by semiotics, Marxism,
feminism, psychoanalysis, and poststructuralism.
Prerequisite: Permission of the instructor.
291c-294c. Intermediate Independent Study in Art History. Art History
Faculty.
401c-404c. Advanced Independent Study and Honors in Art History. Art
History Faculty.
VISUAL ARTS
Requirements for the Major in Visual Arts
Eleven courses are required in the department, to include Art 150, 160, 250, and
260; four other courses in the visual arts, at least one of which must be numbered
270 or higher; Art 101; and two other courses in art history. Students undertaking
an honors project in their senior year will be required to take Art 401 in addition
to the eleven courses required of the major.
Requirements for the Minor in Visual Arts
The minor consists of six courses: Art 101, 150, 160, either 250 or 260, plus two
additional studio courses, at least one of which must be numbered 270 or higher.
Visual arts courses without prerequisites are frequently oversubscribed;
preference in enrollment is then given to first- and second-year students as well
as to juniors and seniors fulfilling requirements of the visual arts major or minor.
150c. Drawing I. Fall 1996. Ms. Harris. Mr. Wethli. Spring 1997. Mr. Wethli.
An introduction to drawing, with an emphasis on the development of percep-
tual, organizational, and critical abilities. Studio projects entail objective obser-
vation and analysis of still-life, landscape, and figurative subjects; exploration of
the abstract formal organization of graphic expression; and the development of a
critical vocabulary of visual principles. Lectures and group critiques augment
studio projects in various drawing media. Enrollment limited to 25 students.
160c. Painting I. Fall 1996. Ms. Harris. Spring L997. Ms. HARRIS.
An introduction to painting, with an emphasis on the development of percep-
tual, organizational, and critical abilities. Studio projects entail objective obser-
vation and analysis of Still-life, landscape, and figurative subjects; exploration of
the painting medium and chromatic Structure in representation; and the develop-
ment of a critical vocabulary of painting concepts. Lectures and group critiques
augmenl studio projects in painting media. Enrollment limited to 25 students.
Prerequisite: Art 150.
I70fc I'rintmaking I. Fall 1996. Mr, Wi iiii.i.
An introduction to intagUoprintmaking, includmg etching, drypoint, engrav-
ing, monotype, and related methods. Studio projects develop creative approaches
to perceptual experience and visual expression that are uniquely inspired by the
Art 55
intaglio medium. Attention is also given to historical and contemporary examples
and uses of the medium. Enrollment limited to 20 students.
Prerequisite: Art 150 or permission of the instructor.
180c. Photography I. Fall 1996. Ms. Hirsch. Spring 1997. Mr. McKee.
Photographic visualization and composition as consequences of fundamental
techniques of black-and-white still photography. Class discussions and demon-
strations, examination of masterworks, and field and laboratory work in 35mm
format. Students must provide their own 35mm nonautomatic camera. Enroll-
ment limited to 32 students.
190c. Architectural Design I. Spring 1997. Mr. Glass.
An introduction to architectural design. Studio projects develop skills in
program and context analysis, conceptual design principles and processes, and
presentation techniques. Enrollment limited to 20 students.
195c. Sculpture. Fall 1996. Spring 1997. Mr. Bisbee.
An introduction to figure sculpture, with emphasis on the development of
perceptual, organizational, and critical abilities. Studio projects entail objective
observation and analysis of the human form and exploration of the structural
principles, abstract, formal elements, and critical vocabulary of the sculpture
medium. Lectures and group critiques augment studio projects in clay and plaster.
Enrollment limited to 20 students.
250c. Drawing II. Spring 1997. Mr. Cornell.
A continuation of the principles introduced in Art 150, with particular
emphasis on figurative drawing. Studio projects develop perceptual, creative, and
critical abilities through problems involving objective observation, gestural
expression and structural principles of the human form, studies from historical
and contemporary examples, and exploration of the abstract formal elements of
drawing. Lectures and group critiques augment studio projects in various drawing
media.
Prerequisite: Art 150.
260c. Painting II. Spring 1997. Ms. Harris.
A continuation of the principles introduced in Art 160, with studio problems
based on direct experience.
Prerequisite: Art 160.
270c. Printmaking II. Spring 1997. Mr. Cornell.
A continuation of the principles introduced in Art 170, with particular
emphasis on independent projects.
Prerequisite: Art 170 or permission of the instructor.
280c. Photography II. Fall 1996. Mr. McKee.
Review of the conceptual and technical fundamentals of black-and-white
photography and exploration of the different image-making possibilities inherent
in related photographic media such as 35mm and view cameras. Seminar
discussions and field and laboratory work. Students must provide their own
nonautomatic 35mm camera.
Prerequisite: Art 180 or permission of the instructor.
56 Courses of Instruction
295c-299c. Intermediate Independent Study in Visual Arts. Visual Arts
Faculty.
350c-359c. Advanced Studies in Visual Arts. Fall 1996. Mr. Cornell. Spring
1997. Mr. Wethli.
A continuation of principles introduced in lower division drawing and painting
courses, with increasing emphasis on independent projects.
Prerequisite: Art 250 or Art 260 or permission of the instructor.
370c. Printmaking III. Spring 1997. Mr. Cornell.
Advanced projects in printmaking.
Prerequisite: Art 270 or permission of the instructor.
401c. Advanced Independent Study and Honors in Visual Arts. Visual Arts
Faculty.
Open only to exceptionally qualified senior majors and required for honors
credit. Advanced projects undertaken on an independent basis, with assigned
readings, critical discussions, and a final position paper.
Asian Studies
Administered by the Asian Studies Committee; John C. Holt, Chair
(See committee list, page 277.)
John C. Holt, Program Director
Visiting Assistant Professor Joint Appointment Lecturer
Mingliang Hu with Sociology Takahiko Hayashi
Instructor David T. Johnsonf
Students in Asian studies focus on the cultural traditions of either East Asia
(China and Japan) or South Asia (India and Sri Lanka). In completing the major,
each student is required to gain a general understanding of both culture areas, to
acquire a working proficiency in one of the languages of South or Hast Asia, to
develop a theoretical or methodological sophistication in one of the disciplines
constitutive Of Asian studies (e.g., history, religion, literature, anthropology,
etc.). and to demonstrate a degree of applied specialization. These principles are
reflected in the requirements for an Asian studies major. Student-designed majors
focusing on cross-cultural topics in the humanities and/or social sciences are also
encouraged. Normally, such student-designed majors will contain a strong
disciplinary grounding (e.g., four courses in economics), as well as a significant
numbei <>i relevant courses focused on Asia.
()fi-( winpus Study
Foreign study lor students interested in Asian studies is highly recommended.
Established programs in the People's Republic of China, Hong Kong. Taiwan,
and Japan are available f<>r students interested in East Asia. The ISLE and SITA
Asian Studies
57
programs (see pages 38-39) are recommended for students interested in South
Asia. Consult the Asian studies office for information about these and other
programs.
Requirements for the Major in Asian Studies
One can major in Asian studies by focusing on a particular academic discipline
(e.g., religion) or by focusing on a particular geographic and cultural area (e.g.,
South Asia). In both cases, eight courses are required in addition to the study of
an Asian language. These eight include Asian Studies 101, a senior seminar, and
other courses as described below. A student who wishes to graduate with honors
in the program must also write an honors thesis, which is normally a one-semester
project.
The major requires courses from four categories:
1 . Language. Two years of an East Asian language or one year of a South Asian
language, or the equivalent through intensive language study.*
2a. Discipline-specific courses. Four courses from a single discipline, one of
which is normally a senior seminar. Currently, students may elect anthropology,
history, or religion;
or
2b. Area-specific courses. Four courses that focus on the student's area of
specialization, two in one discipline and two in another. One of these is normally
a senior seminar. The possible areas of specialization are Japan, China, and South
Asia.
3. Two courses that include a geographic area other than that of one's language
concentration. One of these must be Asian Studies 101.
4. Two other courses to be chosen in consultation with the student's advisor.
If the student has elected a disciplinary track in anthropology or religion, one of
these may be Anthropology 101 or Religion 101.
Requirements for the Minor in Asian Studies
Students focus on the cultural traditions of either East Asia or South Asia by
completing: (1) Asian Studies 101; (2) a concentration of at least three courses
in one academic discipline or geographic area; and (3) one elective in Asian
studies.
Program Honors
Students contemplating honors candidacy in the program must have established
records of A and B in program course offerings and present clearly articulated,
well-focused proposals for scholarly research. Students must prepare an honors
thesis and are examined orally by the program faculty.
The College does not offer courses in any South Asian language. Arrangements may be
made with the director of the program to transfer credits from another institution.
58 Courses of Instruction
First-Year Seminars
For a full description of the following first-year seminars, see page 1 10.
12c,d. Religions of India in Contemporary Literature. Spring 1998.
Mr. Holt.
(Same as Religion 12.)
23c,d. The First Emperor of China. Spring 1997. Mr. Smith.
(Same as History 23.)
Introductory, Intermediate, and Advanced Courses
[101c,d. Asian Civilizations.]
110c,d. Introduction to East Asian Art. Spring 1997. Mr. Olds.
A chronological survey of Chinese, Korean, and Japanese art from prehistoric
times to the present. Considers major examples of painting, sculpture, architec-
ture, and the decorative arts in the context of historical developments and major
religions of East Asia. (Same as Art 110.)
120c,d. Introduction to South Asian Art. Fall 1996. Mr. Lutchmansingh.
A survey of the architecture, sculpture, and painting of the Indian subcontinent
(India, Pakistan, Nepal, Tibet, and Sri Lanka) from prehistoric to early modern
times. Major emphasis is placed upon the art of the three great ancient traditions
of Hinduism, Buddhism, and Jainism; and three special subjects — the develop-
ment of the Buddha image, the dance of Shiva, and the Hindu temple — are studied
in some detail. (Same as Art 120.)
234b,d. Women, Power, and Identity in India. Spring 1997. Ms. Dickey.
Focuses on India to address contemporary debates in anthropology and
women's studies, and questions the representation of Third World women as an
oppressed group. Topics include religion, family, communalism, class, and
activism in relation to women's identities; sources and images of women's power;
and questions of representation. (Same as Anthropology 234.)
Prerequisite: Previous course in anthropology, sociology, or Asian studies.
235b,d. South Asian Cultures and Societies. Fall 1996. Ms. Dickey.
An introduction to the cultures and societies of South Asia, including India,
Nepal, Pakistan, Bangladesh, and Sri Lanka. Issues of religion, family and
gender, caste, ;mcl class arc examined through ethnographies, novels, and films,
and through in-class simulations o\' marriage arrangements, and caste ranking.
(Same as Anthropology 235.)
Prerequisite: Previous course ill anthropology, sociology, or Asian studies.
236h,d. Political Identity and Leadership in South Asia. Spring 1998.
Ms. DiCKl v.
In South Asia, political identity is often based on "primordial" ties such as
caste, religion, ethnicity, language, and region. Political leadership involves
Asian Studies
59
various strategies for addressing and transcending these communal interests. This
course examines the development of different political identities and the impor-
tance of issues such as personality politics and patronage in electoral leadership
in several South Asian countries. (Same as Anthropology 236.)
Prerequisite: Previous course in anthropology, sociology, or Asian studies.
240c,d. Hinduism. Fall 1996. Mr. Holt.
A study of traditional Hindu culture (philosophy, mythology, art, ritual, yoga,
devotionalism, and caste) in the ancient and medieval periods of India's religious
history. (Same as Religion 220.)
241c,d. Religion and Literature in Modern South Asia. Spring 1997.
Mr. Holt.
Twentieth century works of fiction reflecting the ways in which Hinduism and
Buddhism have been understood socially (gender, caste, and class), politically
(reactionary or revolutionary), psychologically (functional or dysfunctional), and
philosophically (soteriologically and cosmologically).(Same as Religion 221.)
242c,d. Buddhist Thought. Fall 1997. Mr. Holt.
An examination of the principal Buddhist categories of thought as these arise
in representative genres of Buddhist literature, including the Pali Nikayas of
Theravada tradition and the Sanskrit Sutras of Mahayana. (Same as Religion
222.)
270c,d- Chinese Thought in the Classical Period. Spring 1997. Mr. Smith.
An introduction to the competing schools of Chinese thought in the time of
Confucius and his successors. (Same as History 270.)
271c,d. The Material Culture of Ancient China. Fall 1998. Mr. Smith.
Addresses material culture in China from ca. 400 to 100 B.C., while the great
unification of empire was occurring. Topics include what people ate; how they
wrote, fought, and built; how we know such things about them; and how this
civilization can be compared with others. (Same as History 271.)
274c,d. Chinese Society in the Ch'ing. Spring 1998. Mr. Smith.
An introduction to premodern China, focusing on the first half of the Ch'ing
dynasty (1644-191 1). Discussion of societal relations, state organization, and
ideology. Culminates in a day-long simulation of elite society in the eighteenth
century. (Same as History 274.)
275c,d. Modern China. Fall 1997. Mr. Smith.
An introduction to the history of China from 1840 to the present. Studies the
confrontation with Western imperialism, the fall of empire, the Republican
period, and the People's Republic. (Same as History 275.)
276c,d. A History of Tibet. Fall 1996. Mr. Smith.
Examines three questions: What was old Tibet? Is Tibet part of China? Wlmi are
conditions there now? Analyzes the complex interactions of politics and society
with Buddhist doctrine and practice. (Same as History 276.)
60 Courses of Instruction
278c.d. The Foundations of Tokugawa Japan. Spring 1998. Mr. Smith.
Addresses problems in the creation and early development of the Tokugawa
(1600-1868) state and society, including the transformation of samurai from
professional warriors into professional bureaucrats and the unanticipated growth
of a quasi-autonomous urban culture. (Same as History 278.)
283c,d. Japan from Prehistory to Tokugawa. Spring 1997. Mr. Graff.
Introduces students to the history of Japan from the prehistoric origins of
Japanese civilization to the zenith of the Tokugawa shogunate in the early
eighteenth century. Topics include early state formation, the cross-fertilization of
Buddhist and Shinto beliefs, the transfer of political authority from courtiers to
warriors, the advent of European influences in the late sixteenth century, and the
earliest stirrings of Japanese nationalism. Particular attention will be devoted to
the ways in which Japan' s institutional, intellectual, and cultural borrowings from
other lands (especially China) have interacted with indigenous traditions and
values. (Same as History 283.)
284c,d. History of Modern Japan. Fall 1996. Mr. Graff.
A survey of Japanese history from approximately 1800 to the present. Topics
include the political and social order in the last years of the Tokugawa shogunate,
the Meiji Restoration and modernization programs, ultranationalism and the
Fifteen-Years' War in Asia and the Pacific, and the postwar economic miracle.
(Same as History 284.)
285c,d. Modern Southeast Asia. Fall 1996. Ms. Padma.
Analysis of those factors of Southeast Asian history (e.g., topography and
natural resources, ethnicity, language, and religion) that have created a sense of
the whole, but which have also fostered a sense of uniqueness among various
peoples of the region. Topics include specific geographical aspects of the
archipelago and the mainland, trade that attracted people from all over the world,
"Indiani/ation." Chinese and Muslim cultural influences, European colonial
expansion, the rise of nationalism and independence movements. Readings will
foster a comprehensive understanding of the region from the early periods of
history, but will concentrate on the modern era. (Same as History 285.)
288c,d. Modern India. Spring 1997. Ms. Padma.
Historical analysis of the impact of British colonialism, the reforms and
revivals of Indian culture and society in the nineteenth century, the political
Struggle lor independence in the twentieth century culminating in the partition
into India and Pakistan, and die post-independence socio-political experience.
Readings include biographies and modern Indian fiction focusing on the relations
between religion and politics, the tensions between tradition and modernity, and
the changing roles ami sell-perceptions ol women in society. (Same as History
288 )
3l(k-,d. The Art of Zen. Spring 1997. MnOi ds.
An examination ol the influence ol'Ch'anor Zen Buddhism on the art of China
and Japan, including painting, architecture, garden design, and the tea ceremony.
(Same as Art 310.)
Prerequisite: Permission of the instructor.
Asian Studies
61
343c,d. Buddhism, Culture, and Society in South and Southeast Asia. Spring
1998. Mr. Holt.
A study of the ways in which Buddhist religious sentiments are expressed
aesthetically and politically within the social and cultural histories of India, Sri
Lanka, Burma, and Thailand. Emphasis on the transformation of Buddhism from
a world-renouncing ethic to a foundational ideology of society and culture. (Same
as Religion 323.)
Prerequisite: Religion 101 or 222, or permission of the instructor.
370c,d. Problems in Chinese History. Every fall. Mr. Smith.
Reviews the whole of Chinese history. Students develop their research skills
and write a substantial research paper. (Same as History 370.)
380c,d. Recent Studies in South and Southeast Asian Religions and Cultures.
Spring 1997. Mr. Holt.
A critical reading of recent monographs and ethnographies by leading scholars
focusing on important problems of contemporary interest in the interdisciplinary
study of Hinduism, Buddhism, and Islam in South and Southeast Asia (religion
in the Hindu family, women's spirituality, life passages, popular worship of
Ganesa and Krsna, Sikh identity, rise of Islam, and Buddhist beliefs and practices
in Southeast Asia), followed by the writing of a term paper on a topic selected by
students in consultation with the instructor. (Same as Religion 380.)
Prerequisite: Religion 101 or permission of the instructor.
291c-294c. Intermediate Independent Study.
401c-404c. Advanced Independent Study and Honors.
LANGUAGE COURSES
Chinese 101c. Beginning Chinese I. Every fall. Mr. Hu.
An introduction to Putonghua (Mandarin) and the written language. Five
hours of class per week, plus assigned language laboratory.
Chinese 102c. Beginning Chinese II. Every spring. Mr. Hu.
A continuation of Chinese 101.
Chinese 203c. Intermediate Chinese I. Every fall. Mr. Hu.
A continuation of Chinese 102. Five hours of class per week, plus assigned
language laboratory.
Chinese 204c. Intermediate Chinese II. Every spring. Mr. Hu.
A continuation of Chinese 203.
Chinese 307c. Advanced Chinese Reading I. Every fall. Mr. Hu.
Further develops skills in speaking and reading Chinese at a higher level.
Original Chinese short stories are used together with movies and audio tapes.
Training in translation between Chinese and English. Diary in Chinese.
Prerequisites: Chinese 204 or permission of the instructor.
62 Courses of Instruction
Chinese 308c. Advanced Chinese Reading II. Every spring. Mr. Hu.
A continuation of Chinese 307. More original Chinese materials from
newspapers and magazines are used to further the learning of the language and
culture. Training in translation. Diary in Chinese.
Prerequisite: Chinese 307 or permission of the instructor.
Japanese 101c. Beginning Japanese I. Every fall. Mr. Hayashi.
An introduction to standard modern Japanese. Five hours per week, plus
assigned language laboratory.
Japanese 102c. Beginning Japanese II. Every spring. Mr. Hayashi.
A continuation of Japanese 101.
Japanese 203c. Intermediate Japanese I. Every fall. Mr. Hayashi.
A continuation of Japanese 102. Five hours per week, plus assigned language
laboratory.
Japanese 204c. Intermediate Japanese II. Every spring. Mr. Hayashi.
A continuation of Japanese 203.
Biochemistry
Administered by the Biochemistry Committee; David S. Page, Chair
(See committee list, page 277.)
Professor Associate Professor
John L. Howland C. Thomas Settlemire
Requirements for the Major in Biochemistry
All majors must complete the following courses: Biology 104, Biology (Chem-
istry) 261, 262; Chemistry 109, 225, 226, 251; Mathematics 161, 171; and
Physics 103. Students should complete the required biochemistry core courses by
the end of their junior year. Majors must complete three courses from the
following: Biology 111, 112, 114, 117, 118,205, 207, 302, 304, 307, 309, 401-
404; Chemistry 210, 240, 252, 270, 330, 401^104; Physics 223, 227, 228, 260,
401-404. Students may include as electives up to two 400-level courses. Those
planning to engage in independent study in biochemistry should complete al least
oneol the following courses: Biology 112, 118, 212; Chemistry 210, 240, 254.
Students taking independent study courses lor the biochemistry major should
register for Biochemistry 401-404.
Biology
Biology
63
Professors
Patsy S. Dickinson
John L. Howland
William L. Steinhart*
Associate Professors
Amy S. Johnson
Carey R. Phillips, Chair
C. Thomas Settlemire
Nathaniel T. Wheelwright
Assistant Professors
Zoe G. Cardon
Visiting Assistant Professor
Karen E. Rasmussen
Laboratory Instructors
Pamela J. Bryer
Karin Frazer
Stephen Hauptman
Cara Hayes
Andrea Sulzer
Requirements for the Major in Biology
The major consists of seven courses in the department exclusive of independent
study and courses below the 100 level. Majors are required to complete Biology
104, four core courses, and two other courses within the department, one of which
must be at the 200 level or above. Core courses are divided into three groups. One
course must taken from each group. The fourth core course may be from any
group.
Group 1 Group 2 Group 3
Genetics and Molecular Biology Comparative Physiology Ecology
Microbiology Plant Physiology Biology of Marine
Development Development Organisms
Biochemistry I
In addition, majors must complete Mathematics 161, Physics 103, and
Chemistry 225. Students are advised to complete Biology 104 and the mathemat-
ics, physics, and chemistry courses by the end of the sophomore year. Students
planning postgraduate education in science or the health professions should note
that graduate and professional schools are likely to have additional admissions
requirements in mathematics, physics, and chemistry.
Interdisciplinary Major
The department participates in interdisciplinary programs in biochemistry, envi-
ronmental studies, and neuroscience. See page 146.
Requirements for the Minor in Biology
The minor consists of four courses within the department at the 1 00 level or above,
appropriate to the major.
First- Year Seminar
For a full description of the following first-year seminar, see page 1 10.
14a. The Natural History of Maine. Spring 1997. Mr. Howland.
64 Courses of Instruction
Introductory, Intermediate, and Advanced Courses
51a. The Science of Nutrition. Fall 1996. Mr. Settlemire.
The fundamentals of the science of nutrition. Topics include the chemical and
biological features of the basic nutrients, the physiology of nutrient uptake and
utilization, and the changing nutritional needs from infancy to old age. Approxi-
mately one-third of the class time is devoted to student presentations. Lecture and
weekly laboratory/discussion groups. Enrollment limited to 50 students.
[54a. Concepts in Ecology and Evolutionary Biology.]
104a. Introductory Biology. Every spring. Ms. Johnson and Mr. Phillips.
Examines fundamental biological principles extending from the subcellular to
the ecosystem level of living organisms. Topics include bioenergetics, structure-
function relationships, cellular information systems, behavior, ecology, and
evolutionary biology. Lecture and weekly laboratory/discussion groups.
110a. Plant Physiology. Every spring. Spring 1997. Ms. Cardon.
The fundamentals of plant physiology, including selected aspects of hormonal
and environmental controls over plant growth and development, specialized
physiology influenced by environmental stresses, and plant biochemistry related
to carbon, nutrient, and water acquisition. The course includes weekly labs
emphasizing experimental design and communication of results. Limited to 45
students for 1996-97.
Prerequisite: Biology 104.
112a. Genetics and Molecular Biology. Every spring. Mr. Steinhart.
Integrated coverage of organismic and molecular levels of genetic systems.
Topics include modes of inheritance, the structure and function of chromosomes,
the mechanisms and control of gene expression, recombination, mutagenesis, the
determination of gene order and sequence, and genetic engineering applications.
Laboratory and occasional problem-solving sessions are scheduled.
Prerequisite: Biology 104.
114a. Comparative Physiology. Every spring. Ms. Dickinson.
An examination of animal function, from the cellular to the organismal level.
The underlying concepts arc emphasized, as arc the experimental data that
support our current understanding of animal function. Topics include the nervous
system, hormones, respiration, circulation, osmoregulation, digestion, and ther-
moregulation. Labs arc short. Student-designed projects involving a variety of
instrumentation. Lectures and four hours of laboratory work per week.
Prerequisite: Biology 104.
1 15a. Ecology. Every fall, Mr. Win 1 1 WRIGHT,
Study of interactions between organisms and their environment. Topics
include population growth and structure, processes of speciation. succession,
energy How. biogeochemical cycling, and the influence of competition, preda-
tioii and other factors on the behavior, abundance, and distribution of plants and
Biology 65
animals. Laboratory sessions, field trips, and group research projects emphasize
the natural history of local plants and animals (both marine and terrestrial) and
their interactions. Optional field trip to the Bowdoin Scientific Station on Kent
Island. Limited to 45 students for 1996-97.
Prerequisite: Biology 104.
117a. Developmental Biology. Every fall. Mr. Phillips.
An examination of current concepts of embryonic development, with empha-
sis on their experimental basis. Topics include morphogenesis and functional
differentiation, tissue interaction, nucleocytoplasmic interaction, differential
gene expression, and interaction of cells with hormones and extracellular matrix.
Project-oriented laboratory work emphasizes experimental methods. Lectures
and three hours of laboratory per week.
Prerequisite: Biology 104.
118a. Microbiology. Every spring. Spring 1997. Mr. Settlemire.
An examination of the structure and function of microorganisms, primarily
bacteria, with a major emphasis on molecular descriptions. Subjects covered
include structure, metabolism, mechanism of action of antibiotics, and basic
virology. Lecture and laboratory/discussion sessions.
Prerequisites: Biology 104 and Chemistry 225.
119a. Biology of Marine Organisms. Every fall. Fall 1996. Ms. Johnson.
The study of the biology and ecology of marine mammals, seabirds, fish,
intertidal and subtidal invertebrates, algae, and plankton. Also considers the
biogeographic consequences of global and local ocean currents on the evolution
and ecology of marine organisms. Laboratories, field trips, and group research
projects emphasize natural history, functional morphology, and ecology. Lec-
tures and three hours of laboratory or field trip per week. One weekend field trip
included. Limited to 45 students for 1996-97.
Prerequisite: Biology 104.
122a. Botany. Every other fall. Fall 1997. Ms. Cardon.
Broad principles of plant biology, along with the diversity and evolution of
plant groups, will be explored through the study of growth, development, and
structure of both non-vascular and vascular plants. Examples of current environ-
mental and agricultural issues relating to plant biology will be discussed through-
out the course. Laboratory sessions every week.
Prerequisite: Biology 104.
156a. Marine Ecology. Every fall. Mr. Gilfillan.
The relationships between organisms and their environment are considered in
the context of animals and plants living in the sea. The concept of marine
communities living in dynamic equilibrium with their physical-chemical envi-
ronment is introduced, and the influence of human activities on the ecology o\'
marine organisms is explored. (Same as Environmental Studies 200.)
Prerequisite: A college-level science course or permission of the instructor.
66 Courses of Instruction
203a. Comparative Neurobiology. Every fall. Fall 1996. Ms. Dickinson.
A comparative study of the function of the nervous system in invertebrate and
vertebrate animals. Topics include the physiology of individual nerve cells and
their organization into larger functional units, the behavioral responses of animals
to cues from the environment, and the neural mechanisms underlying such
behaviors. Lectures and four hours of laboratory work per week.
Prerequisite: Biology 114 or permission of the instructor.
204a. Biomechanics. Spring 1997. Ms. Johnson.
Examines the quantitative and qualitative characterization of organismal
morphology, and explores the relationship of morphology to measurable compo-
nents of an organism's mechanical, hydrodynamic, and ecological environment.
Lectures, labs, field trips, and individual research projects emphasize ( 1 ) analysis
of morphology, including analyses of the shape of individual organisms as well
as of the mechanical and molecular organization of their tissues; (2) characteriza-
tion of water flow associated with organisms; and (3) analyses of the ecological
and mechanical consequences to organisms of their interaction with their envi-
ronment.
Prerequisite: Biology 104. Introductory physics and calculus are strongly
recommended.
205a. Human Genetics. Fall 1997. Mr. Steinhart.
The genetics of humans is examined at all levels, from molecular to popula-
tion. Topics include the inheritance of mutations, multifactorial traits, phenotypic
variation, and sex determination. Discussions focus on case studies, genetic
counseling, the impact of biotechnology, technical and ethical aspects of genetic
engineering, and theories of human evolution. Includes student-led seminars.
Prerequisite: Biology 112.
207a. Immunology. Fall 1996. Mr. Settlemire.
Covers the development of the immune response, the cellular physiology of
the immune system, the nature of antigens, antibodies, B and T cells, and the
complement system. The nature of natural immunity, transplantation immunol-
ogy, and tumor immunology are also considered. Lecture and laboratory/discus-
sion sessions.
Prerequisite: Biology 104.
208a. Ornithology. Every other spring. Spring 1997. Mk. WHEELWRIGHT.
Advanced study of the biology of birds, including anatomy, physiology,
distribution, and syslemalics, with an emphasis on avian ecology and evolution.
Through integrated laboratory sessions, field nips, discussion of the primary
literature, and independent research, students learn identification of birds, func-
tional morphology, and research techniques such as experimental design, behav
ioralobsen ation, and Held methods. Optional field trip to the Bowdoin Scientific
Station on Kun Island.
Prerequisites: Biology 1 1? or permission of the instructor.
Biology 67
210a. Evolution of Marine Invertebrates. Every other spring. Spring 1998.
Ms. Johnson.
Principles of evolution are studied through a phylogenetic, functional, and
morphological examination of marine invertebrates. Living representatives of all
major marine invertebrate phyla are observed. Information from the fossil record
is used to elucidate causes and patterns of evolution. Lectures, three hours of
laboratory or field work per week, and an individual research project are required.
Prerequisite: Biology 104.
212a. Laboratory in Molecular Biology and Biochemistry. Every fall.
Mr. Howland.
Lectures and discussions on topics including protein chemistry, membrane
biochemistry, and bioenergetics. A major component of the course is a laboratory
employing contemporary techniques in biochemistry, including radioisotopes,
spectrophotometry, electrophoresis, chromatography and scanning electron mi-
croscopy. In the last third of the semester students complete an independent
project. This course is a logical precursor to independent study in the areas of
molecular biology and biochemistry.
Prerequisites: Two from Biology 112, 113, 118, 201, 261, or 262.
250a. Sociobiology and Behavioral Genetics. Fall 1996. Ms. Rasmussen.
Concepts and controversies regarding the extent to which genes contribute to
animal behavior are explored, with a focus on the status of modern sociobiologi-
cal theory. Concepts are illustrated using classic and contemporary reviews and
research reports from the primary literature. Articles are critically evaluated
through student presentations and student-led discussions.
Prerequisite: Biology 110 and 115.
251a. Plant Physiological Ecology. Every other fall. Fall 1996. Ms. Cardon.
Focuses on the interactions of plants with their environment. Students will
learn about carbon, nutrient, and water balance in plants, and about the plasticity
and development of plants subjected to natural and anthropogenic stresses. A
variety of plant species and functional types will be considered within several
climate zones, and there will be extensive lab work in the field, exploring
community types near campus.
Prerequisite: Biology 110 or 122.
261a. Biochemistry I. Every fall. Mr. Howland.
Proteins and enzymes. An introduction to the chemistry and biology of small
biological molecules, macromolecules, and membranes. Emphasis on kinetics
and mechanisms of enzymic reactions and upon equilibrium and non-equilibrium
thermodynamics underlying biological processes. Lectures and informal ly sched-
uled laboratories, based upon computer models of biochemical reactions and
metabolic networks. (Same as Chemistry 261.)
Prerequisite: Chemistry 226.
68 Courses of Instruction
262a. Biochemistry II. Every spring. Mr. Page.
An introduction to metabolism. Topics include pathways in living cells by
which carbohydrates, lipids, amino acids, and other important biomolecules are
broken down to produce energy and biosynthesized. (Same as Chemistry 262.)
Prerequisite: Chemistry 226 and Biology/Chemistry 261.
291a-294a. Intermediate Independent Study. The Department.
304a. Topics in Biochemistry. Spring 1997. Mr. Howland.
This seminar focuses on the nature of energy in the biological context. In
particular, it considers the ways in which free energy is obtained and transferred
in organisms, processes that include photosynthesis, cellular oxidations, and
solute transport across membranes. Student will read and discuss original
literature and, where appropriate, will employ computer models to study energy
coupling.
Prerequisite: One course in either biochemistry or physiology, or permission
of the instructor.
[305a. Neuroethology.]
[307a. Advanced Molecular Genetics.]
309a. Biochemical Endocrinology. Fall 1997. Mr. Settlemire.
A study of how the endocrine system is involved in the regulation of processes
at the cellular level, with an emphasis on the biochemical mechanisms. Students
examine primary literature and prepare a class presentation.
Prerequisite: Biology/Chemistry 261 or permission of the instructor.
310a. Advanced Developmental Biology. Spring 1997. Mr. Phillips.
The study of the principles and processes of embryonic and post-embryonic
animal development, stressing mechanisms of cell and tissue interaction and
morphogenesis. Students read original journal articles and participate in discus-
sions. Laboratory projects include the use of the scanning electron microscope to
study a specific developmental question.
Prerequisite: Biology 117 or permission of the instructor.
312a. Investigations in Genetics. Fall 1996. Ms. Rasmussen.
A research and seminar course focused on the genetic consequences and
evolutionary implications of transposable gene activity. A variety of broadly
applicable molecular biology techniques are taughl in the context of investigating
mobile genetic elements in an animal system. The classroom portion of the course
focuses on reading and discussion of articles from the primary literature. Enroll-
ment limited to 10 students.
Prerequisite: Biology 1 12 or permission of the instructor.
Biology 69
321a. Advanced Physiology. Every other fall. Fall 1996. Ms. Dickinson and Ms.
Johnson.
Study of the neuronal and biomechanical contributions to the function of
neuromuscular systems and the control of movement, emphasizing ( 1 ) neural
mechanisms underlying the control of muscles and (2) analysis of the mechanical
and morphological organization of tissues. Students read and discuss original
journal articles and work with organisms in the lab to learn applicable techniques
in physiology, neurobiology, and biomechanics. In the last half of the course,
students conduct original research projects investigating the integration of neural
control with the morphology and mechanics of the crustacean stomach.
Prerequisites: Biology 114, 203, 204, or permission of the instructor.
323a. Plant Biology below Ground. Spring 1997. Ms. Cardon.
An examination of the interaction between plant roots and soils, emphasizing
the effects of roots on soil nutrient availability, symbioses between roots and
microbes, and plant control of carbon and nitrogen allocation to roots. The
ecological importance of variable root physiology and the interactions of the roots
in the soil will be explored. Students will read and discuss current journal articles,
and they will design and conduct individual experiments exploring some aspect
of the interaction between soils and roots.
Prerequisite: Biology 110 or permission of the instructor.
396a. Conservation Biology. Every other spring. Spring 1997. Mr. Wheel-
wright.
The application of ecological and evolutionary principles to contemporary
conservation problems. The seminar focuses on understanding the proximate
causes for the loss of biodiversity, including habitat fragmentation and degrada-
tion, the introduction of exotic species, and environmental change on a global
scale. Explores models of population genetics, demography, life history theory,
wildlife management, and host-parasite dynamics through readings in the pri-
mary literature and through seminars by visiting speakers. Optional field trip to
the Bowdoin Scientific Station on Kent Island. (Same as Environmental Studies
396.)
Prerequisites: Biology 115 and 220, or permission of the instructor.
401a-404a. Independent Study and Honors. The Department.
Courses of Instruction
Professors
Samuel S. Butcher
Ronald L. Christensen
Jeffrey K. Nagle. Chair
David S. Page
Adjunct Professor
Edward S. Gilfillan
Chemistry
Associate Professor
Elizabeth A. Stemmler
Assistant Professor
Richard D. Broene
Director of Laboratories
Judith C. Foster
Laboratory Support
Manager
Rene L. Bernier
Laboratory- Instructors
Beverly G. DeCoster
Paulette M. Messier
Colleen T. McKenna
Courses at the 50 level are introductory, do not have prerequisites, and are
appropriate for nonmajors. Courses at the 100 level are introductory without
formal prerequisites and lead to advanced-level work in the department. Courses
200 through 249 are at the second level of work and generally require only the
introductory courses as prerequisites. Courses 250 through 290 are normally
taken in the junior year and have two or more courses as prerequisites. Courses
300 through 390 normally are taken in the junior or senior year and have two or
more courses as prerequisites.
Requirements for the Major in Chemistry
The required courses are Chemistry 109, 210, 225, 226, 240, 251, 252, 254, and
any two courses at the 300 level or above. Students who have completed a
standard, secondary school chemistry course normally are expected to begin with
Chemistry 109. Chemistry 99 is an introductory course for students with weak
backgrounds or no prior experience in chemistry. In addition to these chemistry
ot mrses, chemistry majors also are required to take Physics 103 and Mathematics
161 and 171.
Because the department offers programs based on the interests and goals of the
student, a prospective major is encouraged to discuss his or her plans with the
department as soon as possible. The chemistry major can serve as preparation for
many career paths after college, including the profession of chemistry, graduate
studies in other branches of science, medicine, secondary school teaching, and
many fields in the business world. Advanced electives in chemistry (Chemistry
310 and 340), along with additional courses in mathematics and physics, also
allow students to meet the formal requirements of the American Chemical
Society- approved chemistry major. Students interested in this program should
consult with the department.
I he department encourages its students to round out the chemistry major with
relevant courses m other departments, depending on individual needs. These
mighl include electives mot her departments that provide extensive opportunities
lor writing and speaking, or courses concerned with technology and society.
Siudenis interested in providing a particular interdisciplinary emphasis to their
chcmistrv major should consider additional courses in biology and biochemistry,
compute! science, economics, education, geology, mathematics, or physics.
Chemistry 1 1
Independent Study
A student wishing to conduct a laboratory independent study project (Chemistry
401-404) must have taken at least one of the following courses: Chemistry 254,
Biology 211, or Biology 212.
Interdisciplinary Majors
The department participates in interdisciplinary programs in biochemistry, chemi-
cal physics, and geology and chemistry. See page 146.
Requirements for the Minor in Chemistry
The minor consists of five chemistry courses at or above the 100-level.
Introductory, Intermediate, and Advanced Courses
[50a. Topics in Chemistry: Global Change.]
99a. Introductory Chemistry. Every fall. The Department.
Designed for students with weak backgrounds or no prior experience in
chemistry. An introduction to the states of matter and their properties, the mole
concept and stoichiometry, and selected properties of the elements. Lectures,
conferences, and four hours of laboratory work per week.
109a. General Chemistry. Every fall and spring. The Department.
Introduction to models for chemical bonding and intermolecular forces;
characterization of systems at equilibrium and spontaneous processes, including
oxidation and reduction; and the rates of chemical reactions. Lectures, confer-
ences, and four hours of laboratory work per week.
Prerequisite: A secondary school course in chemistry or Chemistry 99.
210a. Quantitative Analysis. Fall 1996. Ms. Stemmler.
Methods of separating and quantifying inorganic and organic compounds
using volumetric, spectrophotometric, electrometric, and gravimetric techniques
are covered. Fundamentals of gas and liquid chromatography and the statistical
analysis of data are addressed. Lectures and four hours of laboratory work per
week.
Prerequisite: Chemistry 109.
225a. Elementary Organic Chemistry. Spring 1997. Mr. Broene.
An introduction to the chemistry of the compounds of carbon. Provides the
foundation for further work in organic chemistry and biochemistry. Lectures,
conference, and four hours of laboratory work per week. Not open to first-year
students Spring 1997 only.
Prerequisite: Chemistry 109.
226a. Organic Chemistry. Fall 1996. The Department.
A continuation of the study of the compounds of carbon. Chemistry 225 and
226 cover the material of the usual course in organic chemistry and form a
72 Courses of Instruction
foundation for further work in organic chemistry and biochemistry. Lectures,
conference, and four hours of laboratory work per week.
Prerequisite: Chemistry 225.
[230a-239a. Intermediate Topics in Chemistry.]
240a. Inorganic Chemistry. Spring 1997. Mr. Nagle.
An introduction to the chemistry of the elements. Chemical bonding and its
relationship to the properties and reactivities of main group and coordination
compounds. Topics in solid state, bioinorganic, and environmental inorganic
chemistry also are included. Provides the foundation for further work in inorganic
chemistry and biochemistry. Lectures and four hours of laboratory work per
week.
Prerequisite: Chemistry 109.
251a. Physical Chemistry I. Every fall. Mr. Butcher.
Thermodynamics and its application to chemical changes and equilibria that
occur in the gaseous, solid, and liquid states. The behavior of systems at
equilibrium and chemical kinetics are related to molecular properties by means
of the kinetic theory of gases.
Prerequisites: Chemistry 109, Physics 103, and Mathematics 171. Math-
ematics 181 recommended.
252a. Physical Chemistry II. Every spring. Mr. Christensen.
Development and principles of quantum mechanics with applications to
atomic structure, chemical bonding, chemical reactivity, and molecular spectros-
copy.
Prerequisite: Chemistry 251 or permission of the instructor. Mathematics
181 recommended.
254a. Physical Chemistry Laboratory. Every spring. Mr. Christensen.
Experiments in thermodynamics, kinetics, spectroscopy, and quantum chem-
istry. Modern experimental methods, including digital electronics, computer-
based data acquisition, and the use of pulsed and continuous lasers, are used to
verify and explore fundamental concepts of physical chemistry. Emphasis on a
modular approach to experimental design and the development of scientific
writing skills. Lectures and four hours of laboratory work per week.
Prerequisites: Chemistry 251 and 252 (generally taken concurrently).
261a. Biochemistry I. Every Gall. Mr. Howland.
Proteins and enzymes. An introduction to the chemistry and biology of small
biological molecules, macromolecules, and membranes. Emphasis on kinetics
and mechanisms of enzymic reactions and upon equilibrium and non-equilibrium
thermodynamics underlying biological processes. Lectures and informally sched-
uled laboratories, based upon computer models of biochemical reactions and
metabolic networks. (Same as Biology 261.)
Prerequisite: Chemistry 226.
Chemistry 73
262a. Biochemistry II. Every spring. Mr. Page.
An introduction to metabolism. Topics include pathways in living cells by
which carbohydrates, lipids, amino acids, and other important biomolecules are
broken down to produce energy and biosynthesized. (Same as Biology 262.)
Prerequisite: Chemistry 226 and Biology/Chemistry 261.
270a. Molecular Structure Determination in Organic Chemistry. Spring
1997. Mr. Broene.
Theory and applications of spectroscopic techniques useful for the determina-
tion of organic structures. Mass spectrometry and infrared, ultraviolet- visible,
and nuclear magnetic resonance (NMR) spectroscopy are discussed. Heavy
emphasis is placed on applications of multiple-pulse Fourier transform NMR
spectroscopic techniques. Lectures and up to two hours of laboratory work per
week.
Prerequisite: Chemistry 226.
310a. Instrumental Analysis. Spring 1997. Ms. Stemmler.
Theoretical and practical aspects of instrumental techniques such as nuclear
magnetic resonance, infrared, Raman, X-ray fluorescence, and mass spectrom-
etry are covered, in conjunction with advanced chromatographic methods. Signal
processing, correlation techniques, and computer interfacing are explored. Lec-
tures and four hours of laboratory work per week.
Prerequisites: Chemistry 210 and 254 or permission of the instructor.
[320a. Advanced Organic Chemistry.]
330a-339a. Advanced Topics in Chemistry.
330a. Bioorganic Chemistry. Fall 1996. Mr. Page.
Thebioorganic chemistry of enzyme catalysis: an introduction to structure and
mechanism in bioorganic chemistry. Concepts and methods of physical organic
chemistry are applied toward understanding the factors that govern the catalysis
of reactions by enzymes.
Prerequisites: Chemistry 226 and 251, or permission of the instructor.
[332a. Advanced Topics in Organic Chemistry.]
340a. Advanced Inorganic Chemistry. Fall 1996. Mr. Nagle.
An in-depth coverage of inorganic chemistry. Spectroscopic and mechanistic
studies of coordination and organometallic compounds, including applications to
bioinorganic chemistry, are emphasized. Symmetry and applications of group
theory are discussed.
Prerequisites: Chemistry 240 and 252.
291a-294a. Intermediate Independent Study. The Department.
401a-404a. Advanced Independent Study and Honors. The Department.
For students intending to conduct a laboratory research project, one of
Chemistry 254, Biology 211, or Biology 212 is required.
74 Courses of Instruction
Classics
Professors Assistant Professors
John W. Ambrose. Jr. James A. Higginbotham
Barbara Weiden Boyd. Chair Ellen Greenstein Millender
The Department of Classics offers two major programs: one with a focus on
language and literature (classics), and one with a focus on classical archaeology
(classics/archaeology). Students pursuing either major are encouraged to study
not only the languages and literatures but also the physical monuments of Greece
and Rome. This approach is reflected in the requirements for the two major
programs: for each, requirements in Greek and/or Latin and in classical archae-
ology must be fulfilled.
Classics
The classics program is arranged to accommodate both those students who have
studied no classical languages and those who have had extensive training in Latin
and Greek. The objective of classics courses is to study the ancient languages and
literatures in the original. By their very nature, these courses involve students in
the politics, history, and philosophies of antiquity. Advanced language courses
focus on the analysis of textual material and on literary criticism.
Requirements for the Major in Classics
The major in classics consists often courses. At least six of the ten courses are to
be chosen from offerings in Greek and Latin and should include at least two
courses in Greek or Latin at the 300 level; one of the remaining courses should be
Archaeology 101 or 102. Students concentrating in one of the languages are
encouraged to take at least two courses in the other. No more than one classics
course numbered in the 50s may be counted toward the major.
Classics/Archaeology
Within the broader context of classical studies, the classics/archaeology program
pays special attention to the physical remains of classical antiquity. Students
studying classical archaeology should develop an understanding of how archaeo-
logical evidence can contribute to our knowledge of the past, and of how
archaeological study interacts with such related disciplines as philology, history.
and art history. In particular, they should acquire an appreciation for the unique
balance of written and physical sources that makes classical archaeology a central
part of classical studies.
Requirements for the Major in Classics/Archaeology
The major in classics/archaeology consists often courses. At least five of the ten
courses are to be chosen from offerings in archaeology, and should include
Archaeology 101, 102, and at least one archaeology course at the 300 level. At
least four of the remaining courses are to be chosen from offerings in Greek or
I .aim. and should include at least one at the 300 level. No more than one classics
course numbered in the 50s may be counted toward the major.
Classics 75
Interdisciplinary Major
The department participates in an interdisciplinary program in archaeology and
art history. See page 146.
Requirements for the Minor
Students may choose a minor in one of five areas:
1. Greek: Five courses in the department, including at least four in the
Greek language;
2. Latin: Five courses in the department, including at least four in the
Latin language;
3. Classics: Five courses in the department, including at least four in the
classical languages; of these four, one should be either Greek 204 or
Latin 205;
4. Archaeology: Six courses in the department, including either Archae-
ology 101 or 102, one archaeology course at the 300 level, and two
other archaeology courses;
5. Classical Civilization (Greek or Roman): Six courses, including
a. — for the Greek civilization concentration:
two courses in the Greek language;
Archaeology 101;
one of the following: Classics 11 (or any other appropriate first-year
seminar), 51, or 52; or Philosophy 111; or Government 240;
and two of the following: Archaeology 203 or any 300-level archaeol-
ogy course focusing primarily on Greek material; Philosophy 331 or
335; Classics 291-294 (Independent Study) or any 200- or 300-level
Greek or classics course focusing primarily on Greek material.
b. —for the Roman civilization concentration:
two courses in the Latin language;
Archaeology 102;
one of the following: Classics 11 (or any other appropriate first-year
seminar) or 51; or Philosophy 111; or Government 240;
and two of the following: Archaeology 204 or any 300-level archaeol-
ogy course focusing primarily on Roman material; or Classics 291-294
(Independent Study) or any 200- or 300-level Latin or classics course
focusing primarily on Roman material.
Other courses in the Bowdoin curriculum may be applied to this minor if approved
by the Classics Department.
Classics and Archaeology at Bowdoin and Abroad
Archaeology classes regularly use the outstanding collection of ancient art in the
Bowdoin College Museum of Art. Of special note are the exceptionally fine
holdings in Greek painted pottery and the very full and continuous survey of
76 Courses of Instruction
Greek and Roman coins. In addition, there are numerous opportunities for study
or work abroad. Bowdoin is a participating member of the Intercollegiate Center
for Classical Studies in Rome, where students in both major programs can study
in the junior year (see page 38). It is also possible to receive course credit for field
experience on excavations. Interested students should consult members of the
department for further information.
Students contemplating graduate study in classics or classical archaeology are
advised to begin the study of at least one modern language in college, as most
graduate programs require competence in French and German as well as in Latin
and Greek.
ARCHAEOLOGY
Archaeology 101 and 102 are offered in alternate years.
101c. Introduction to Greek Archaeology. Fall 1997. Mr. Higginbotham.
Introduces the techniques and methods of classical archaeology as revealed
through an examination of Greek material culture. Emphasis upon the major
monuments and artifacts of the Greek world from prehistory to the Hellenistic
age. Architecture, sculpture, fresco painting, and other "minor arts" are examined
at such sites as Knossos, Mycenae, Athens, Delphi, and Olympia. Considers the
nature of this archaeological evidence and the relationship of classical archaeol-
ogy to other disciplines such as art history, history, and classics. Assigned reading
supplements illustrated presentations of the major archaeological finds of the
Greek world. (Same as Art 209.)
102c. Introduction to Roman Archaeology. Fall 1996. Mr. Higginbotham.
Surveys the material culture of Roman society, from Italy's prehistory and the
origins of the Roman state through its development into a cosmopolitan empire,
and concludes with the fundamental reorganization during the late third and early
fourth centuries of our era. Lectures explore ancient sites such as Rome, Pompeii,
Athens, Ephesus, and others around the Mediterranean. Emphasis upon the major
monuments and artifacts of the Roman era: architecture, sculpture, fresco
painting, and other "minor arts." Considers the nature of this archaeological
evidence and the relationship ol classical archaeology to other disciplines such as
art history, history, and classics. Assigned reading supplements illustrated
presentations ofthe major archaeological finds of the Roman world. (Same as Art
210.)
201c. The Archaeology of the Hellenistic World. Spring 1997. Mr.
HlGOINBOTHAM.
Examines the reign and legacy of Alexander (he Great, as evidenced in the
archaeological record. Iron) his accession to the throne of Macedonia in 336 B.C.,
until his untimely death in 323 b.c, Alexander extended the boundaries ofthe
( ireek world from the Balkans to Egypt, Mesopotamia, and Asia as far as the Indus
River. This course covers the dramatic developments in sculpture, painting.
Classics 11
architecture, and the minor arts in the cosmopolitan Greek world from the time
of Alexander the Great until the advent of Rome in the first century b.c. Assigned
readings supplement illustrated presentations of the major monuments and
artifact sessions in the Bowdoin College Museum of Art.
[203c. Temples, Shrines, and Holy Places of Ancient Greece.]
[204c. Pagans and Christians: Art and Society in Late Antiquity.]
At least one 300-level archaeology course is offered each year. Topics and/or
periods recently taught on this level include: the Greek bronze age; Etruscan art
and archaeology; Greek and Roman numismatics; Pompeii and the cities of
Vesuvius. The 300-level course scheduled for 1996-97 is:
306c. Cult and Religion in the Roman World. Spring 1997. Mr. Higginbotham.
Explores the rich and diverse religions of the Roman world from prehistory
until the rise of Christianity, as revealed through the archaeological record.
Architecture and artifacts are examined with the purpose of understanding cult
practice and the religious institutions of the Roman Empire. Class lectures and
discussions explore the origins and practice of Roman domestic religion and
native Italic cults, the incorporation of foreign gods into and their equation with
the Italic pantheon, and the political role of state-sponsored religion. Assigned
readings supplement illustrated presentations of the major monuments and
artifact sessions in the Bowdoin College Museum of Art.
Prerequisite: Archaeology 101, 102, 203, or 204.
CLASSICS
First- Year Seminar
For a full description of the following first-year seminar, see pages 110-111.
16c. Cultural Connections in the Ancient Mediterranean. Fall 1996.
Mr. Higginbotham.
Introductory, Intermediate, and Advanced Courses
51c. Classical Mythology. Spring 1997. Ms. Boyd.
Focuses on the mythology of the Greeks and the use of myth in Classical
literature. Other topics considered are: recurrent patterns and motifs in Greek
myths; across-cultural study of ancient creation myths; the relation of mythology
to religion; women's roles in myth; and the application of modern anthropologi-
cal, sociological, and psychological theories to classical myth. Concludes with an
examination of Ovid's use of classical mythology in the Metamorphoses.
52c. Greek Literature in Translation. Spring 1998. Ms. Boyd.
An introduction to the important works of Greek literature in English transla-
tion. The objective of the course is not only to provide an understanding and
appreciation of the literary achievements of the Greeks, but also to convey a sense
of the meaning and spirit of Greek literature in the context of Greek history and
culture.
78 Courses of Instruction
[203c. Temples, Shrines, and Holy Places of Ancient Greece.]
[204c. Pagans and Christians: Art and Society in late Antiquity.]
211c. Greek History Survey: The Emergence of the Greek City-State. Spring
1998. MS. MlLLENDER.
A chronological survey of archaic and classical Greek history and civilization
from the traditional foundation of the Olympic games in 776 b.c. to the fall of the
Athenian empire in 404 b.c. Three main themes are developed: political theory
and practice, warfare, and gender relations in ancient Greece. Emphasis is placed
on the interpretation of ancient evidence, including primary literary works,
inscriptions, and relevant archaeological material. Attention is also given to
historical methods, particularly textual criticism and the utilization of different,
and sometimes conflicting, types of evidence. (Same as History 201.)
212c. Conquest, Expansion, and Conflict: The Development of the Roman
Empire 264 b.c.e.-14 c.e. Spring 1997. Ms. Millender.
Examines Rome' s rapid transformation into the leading power in the Mediter-
ranean and the political, social, cultural, and economic changes that this extended
period of growth produced in Roman society. Following a general introduction
to early Roman history and institutions, this course traces Rome's usurpation of
Carthaginian power in the West and conquest of the Hellenistic East, and
investigates the forces that led to the fall of the Roman Republic and the rise of
the Roman Empire under the guidance of Augustus, Rome's first emperor.
Emphasis is placed on the interpretation of ancient evidence, including primary
literary works, inscriptions, and relevant archaeological material. (Same as
History 202.)
221c. Women in the Life and Literature of Classical Antiquity. Spring 1998.
Ms. Boyd.
Examines the experiences of Greek and Roman women as represented in both
literary and documentary sources. Topics include: the portrayal of women in
ancient myth and literature, women's role in state and private religious activities.
women in the elite, the legal and social status of women, family and household
organization, and scientific knowledge and folklore concerning gender and
sexuality in antiquity. These and other topics are followed chronologically
through the two cultures, with special emphasis given to the coincidences and
conflicts between literary images of women and the realities recoverable through
documentary evidence.
Prerequisite: Any Classics or Women's Studies course, or permission of the
instructor.
223c. Family and Society in Ancient Rome. I all 1997. Ms. Boyd.
An exploration "I the Roman concept of the family in historical and cultural
context. Topics to be covered include the ancient definition of Jamilia, and its
legal and social implications; marriage and divorce; the ideal of patria potestOS
;nnl real family dynamics; women's roles in the family; slavery and the roles of
Classics 79
slaves in the family; the status, treatment, and education of children; household
economics; and the Roman house, both urban and rural. Readings will be selected
from both primary sources in translation (literary, historical, and documentary)
and modern socio-historical studies of the topic. No background in classics is
required.
226c. "Barbarians" in the Ancient World. Fall 1997. Ms. Millender.
Explores the ways in which both the Greeks and Romans perceived and
depicted outsiders and formulated their conceptions of the "self and the "other."
Beginning with a look at current works on ethnography and intercultural contact,
we then examine Greek and Roman accounts of the various peoples who lived on
the fringes of their respective civilizations. Topics include the development of
ethnography in the ancient world, the position of race in ancient conceptions of
the "barbarian," the role of gender and sexuality in constructions of difference,
and religion and ritual as cultural signifiers.
228c. Ancient Slavery and Modern Ideology. Fall 1996. Ms. Millender.
Explores the nature of slavery in both archaic and classical Greek society and
republican and imperial Roman society. Through close examination of the
literature, art, and archaeological remains from these periods, this course exam-
ines the processes that led to the exploitation of slave labor in both societies, how
slavery functioned within the ancient economy and in ancient political systems,
whether it had any racial basis, and how it was judged socially, morally, and
philosophically. Comparisons are made between these two slave societies and
later examples, particularly that of the United States before the Civil War, in order
to understand what was unique about slavery in the ancient world. The course also
considers modern historiography on ancient slavery and how this affects our
understanding of slavery in two societies removed both in time and space from the
modern world. (Same as History 200.)
GREEK
101c. Elementary Greek. Every fall. Mr. Ambrose.
A thorough presentation of the elements of accidence and syntax based,
insofar as possible, on unaltered passages of classical Greek.
102c. Elementary Greek. Every spring. Mr. Ambrose.
A continuation of Greek 101. During this term, a work of historical or
philosophical prose is read.
203c. Intermediate Greek for Reading. Every fall. Ms. Millender.
A review of the essentials of Greek grammar and syntax and an introduction
to the reading of Greek prose and sometimes poetry. Materials to be read change
from year to year, but always include a major prose work.
Prerequisite: Greek 102 or two to three years of high school Greek.
204c. Homer. Every spring. Mr. Ambrose.
BO Courses of Instruction
One advanced Greek course is offered each semester. The aim of each of these
courses is to give students the opportunity for sustained reading and discussion
o\ at least one major author or genre representative of classical Greek literature.
Primary focus is on the texts, with serious attention given as well both to the
historical context from which these works emerged and to contemporary discus-
sions and debates concerning these works.
Department faculty generally attempt to schedule offerings in response to the
needs and interests of concentrators. Topics and/or authors frequently taught on
this level include: Greek lyric and elegiac poetry; Homer's Odyssey; Greek drama
(including the tragedies of Aeschylus, Sophocles, and Euripides, and the com-
edies of Artistophanes and Menander); Greek history (including Herodotus and
Thucydides); Greek philosophy (including Plato and Aristotle); Greek rhetoric
and oratory; and the literature of the Alexandrian era. The 300-level courses
scheduled for 1996-97 and 1997-98 include:
301c. Homer: The Odyssey. Spring 1997. Mr. Ambrose.
303c. The Historians. Fall 1997. Ms. Millender.
305c. Tragedy. Spring 1998. Mr. Ambrose.
306c. Plato and Aristotle. Fall 1996. Mr. Ambrose.
LATIN
101c. Elementary Latin. Every fall. Ms. Millender.
A thorough presentation of the elements of Latin grammar. Emphasis is placed
on achieving a reading proficiency.
102c. Elementary Latin. Every spring. Ms. Millender.
A continuation of Latin 101. During this term, readings are based on unaltered
passages of classical Latin.
203c. Intermediate Latin for Reading. Every fall. The Department.
A review of the essentials of Latin grammar and syntax and an introduction to
the reading of Latin prose and poetry. Materials to be read change from year to
year, but always include a major prose work and excerpts from Latin poetry.
Prerequisite: Latin 102 or two to three years of high school Latin.
204c. Studies in Latin Literature. Every spring. The Department.
An introduction to different genres and themes in Latin literature. The subject
matter and authors Covered may change from year to year (e.g., selections from
Virgil's Aeneid and Livy's History, or from Lueretius, Ovid, and Cicero), bill
attention is always given to the historical and literary context of the authors read.
While the primary locus is on reading Latin texts, some readings from Latin
literature in translation are also assigned.
Prerequisite: Latin 203 or three to lour years of high school Latin.
Computer Science 81
205c. Latin Poetry. Fall 1996. Ms. Boyd.
An introduction to the appreciation and analysis of works by the major Latin
poets. Readings include selections from poets such as Catullus, Lucretius,
Horace, Virgil, and/or Ovid.
Prerequisite: Latin 204 or four years (or more) of high school Latin.
One advanced Latin course is offered each semester. The aim of each of these
courses is to give students the opportunity for sustained reading and discussion
of at least one major author or genre representative of classical Latin literature.
Primary focus is on the texts, with serious attention given as well both to the
historical context from which these works emerged and to contemporary discus-
sions and debates concerning these works.
Department faculty generally attempt to schedule offerings in response to the
needs and interests of concentrators. Topics and/or authors frequently taught on
this level include: Roman history (including Sallust, Livy, and Tacitus); Ovid's
Metamorphoses; Elegiac poetry; Cicero's oratory; Virgil's Aeneid or Eclogues
and Georgics; Roman novel (including Petronius and Apuleius); satire; and
comedy (including Plautus and Terence). The 300-level courses scheduled for
1996-97 and 1997-98 include:
303c. Elegiac Poetry. Spring 1998. Ms. Boyd.
304c. Cicero and Roman Oratory. Fall 1997. Ms. Boyd.
305c. Virgil: The Aeneid. Spring 1997. Ms. Boyd.
306c. The Roman Novel. Fall 1996. Ms. Boyd.
Independent Study in Greek, Latin, Archaeology, and Classics
291c-294c. Intermediate Independent Study. The Department.
401c^404c. Advanced Independent Study and Honors. The Department.
Computer Science
Professor Associate Professor Visiting Assistant Professor
Allen B. Tucker, Jr. David K. Garnick, Chair Clare Bates Congdon
Requirements for the Major in Computer Science
The major consists of nine computer science courses and two mathematics
courses (Mathematics 171 and 228), for a total of eleven courses. The computer
science courses in the major are the two introductory courses (Computer Science
101 and 210), four intermediate "core" courses (Computer Science 220, 231,
250, and 289), and three elective courses (i.e., any computer science courses
numbered 300 or above). Depending on individual needs, Computer Science
291-294 or 401-404 (Independent Study) may be used to fulfill one or two of
these elective requirements.
s2 Courses of Instruction
Requirements for the Minor in Computer Science
The minor consists of five courses, Computer Science 101, 210, 220, 231, and
Mathematics 228.
Interdisciplinary Major
The department participates in an interdisciplinary major program in computer
science and mathematics. See page 146.
Student-Designed Major
Students who are interested in a student-designed major that combines computer
science with another discipline are encouraged to discuss their ideas with the
department.
First-Year Seminar
For a full description of the following first-year seminar, see page 111.
10. Computers, Society, and Thought. Fall 1996. Mr. Tucker.
Introductory, Intermediate, and Advanced Courses
50a. Computers and Computation. Spring 1997. Spring 1998.
Mr. Tucker.
Introduces students to the principles and technical aspects of key develop-
ments in computing, and addresses their impact on various academic and
professional fields. Topics include the Internet and worldwide information
exchange, hypermedia and user interface design, computer graphics problems,
and fundamentals of computer organization. Course work includes programming
and problem solving, readings, and a term project relating technology to the
student's areas of interest.
101a. Introduction to Computer Science. Every semester.
The Department.
An introduction to computer science and problem solving through computer
programming. Using the PASCAL programming language, students develop
interactive programs to create graphics and games, manipulate text, and perform
numerical calculations. The course is open to all students, and does not assume
any prior programming experience. Specially designated sections will be offered
that emphasi/e scientific and mathematical applications; these sections may be of
special interest to students looking to complement studies in mathematics and
natural and social sciences. All sections provide good preparation for further
computer science courses.
210a. Data Structures and Abstraction. Hvery spring. Spring 1997. Spring
1998. Ms. Conodon.
Explores die central role ol abstraction in computer science in terms of both
data structures and program organization. Toiiics include stacks, queues, trees,
graphs, and the complexity of operations like searching and sorting. Laboratory
exercises in (' and C++ under Unix apply these abstractions to solving real
problems.
Prerequisite: Computer Science 101.
Computer Science 83
220a. Computer Organization. Every fall. Fall 1996. Fall 1997.
Mr. Tucker.
Computer systems are organized as multiple layers. Each layer provides a
more sophisticated abstraction than the layer upon which it is built. This course
examines system design at the digital logic, microprogramming, and assembly
language layers of computer organization. The goal of the course is to understand
how it is possible for hardware to carry out software instructions. Laboratory
work familiarizes students with a particular machine through assembly-language
programming.
Prerequisite: Computer Science 101.
231a. Algorithms. Every fall. Fall 1996. Fall 1997. Mr. Garnick.
The study of algorithms concerns programming for computational efficiency,
as well as problem- solving techniques. The course covers practical algorithms
and theoretical issues in the design and analysis of algorithms. Topics include
trees, graphs, sorting, dynamic programming, NP-completeness, and approxima-
tion algorithms. Laboratory experiments are used to illustrate principles. (Same
as Mathematics 231.)
Prerequisites: Computer Science 210 and Mathematics 228, or permission
of the instructor.
250a. Principles of Programming Languages. Every spring. Spring 1997.
Spring 1998. Mr. Tucker.
Presents a comparative study of programming languages and paradigms, with
special attention to object-orientation (using C++ or Eiffel), functional program-
ming (LISP or ML), logic programming (Prolog), and parallelism. Covers
principles of programming language design and implementation, including
syntax, semantics, types, data procedural abstractions, control structures, inher-
itance, polymorphism, compilers, and interpreters.
Prerequisite: Computer Science 210.
289a. Theory of Computation. Every spring. Spring 1997. Spring 1998. The
Department.
Examines the theoretical principles that determine how much computational
power is required to solve particular classes of problems. Topics include regular
and context free languages; finite, stack, and tape machines; and solvable vs.
unsolvable problems. (Same as Mathematics 289.)
Prerequisite: Mathematics 228 or permission of the instructor.
291a-294a. Intermediate Independent Study. The Department.
335a. Parallel Computing. Offered in alternate years. Spring 1997.
Mr. Garnick.
Examines ways in which computers and languages can provide services in
parallel and coordinate the use of distributed resources. Topics include the design
and analysis of parallel algorithms, interconnection networks, language-level
primitives for distributed computing, and parallel algorithms in semi-numerical
and scientific applications.
Prerequisites: Computer Science 231 or consent of instructor.
84 Courses of Instruction
340a. Computer Graphics. Offered in alternate years. Spring 1998.
Mr. Garmck.
A study of the theory and implementation of techniques for rendering and
manipulating graphical images. Topics include clipping, filling, interaction,
coordinate transformations, perspective viewing, and shading. Projects will
develop interactive graphical models designed by the students.
Prerequisite: Computer Science 210.
365a. Software Design. Fall 1997. Mr. Tucker.
A study of the contemporary principles and methodologies that underlie the
design and implementation of large, complex software systems. Topics include
formal specification, functional decomposition, object-oriented decomposition,
testing and verification strategies, security and reliability issues, user interfaces,
the use of design and measurement tools, and teaming. Case studies and team
software projects provide laboratory experiences that reinforce the principles
discussed in class and in the readings.
370a. Artificial Intelligence. Offered in alternate years. Fall 1 996. Ms. Congdon.
Explores the principles and techniques involved in programming computers
to do tasks that would require intelligence if people did them. State-space and
heuristic search techniques, logic and other knowledge representations, and
statistical and neural network approaches are applied to problems such as game
playing, planning, the understanding of natural language, and computer vision.
Prerequisite: Computer Science 210 and 250, or permission of the instructor.
375a. Natural Language Processing. Offered in alternate years. Fall 1997. The
Department.
Explores the design of computer systems that try to understand or generate
natural language text. Topics include syntactic grammars for representing sen-
tence structure, semantic systems for representing word and sentence meaning,
pragmatic models for interpreting sentences in context, and the power and limits
of statistical corpus-based techniques.
Prerequisite: Computer Science 210 and 250, or permission of the instructor.
4H I ;i-404;i. Advanced Independent Study and Honors. The Department.
Economics 85
Economics
Professors Associate Professors Visiting Associate
A. Myrick Freeman III Rachel Ex Connelly, Chair Professor
David J. Vail Gregory P. DeCoster Robert J. Mclntyre
John M. Fitzgeraldf Assistant Professors
Jonathan P. Goldstein Deborah S. DeGraff
C. Michael Jones B. Zorina Khan
Andreas Ortmannf
The major in economics is designed for students who wish to obtain a systematic
introduction to the basic theoretical and empirical techniques of economics. It
provides an opportunity to study economics as a social science with a core of
theory, to study the process of drawing inferences from bodies of data and testing
hypotheses against observation, and to study the application of economic theory
to particular social problems. Such problems include Third World economic
development, the functioning of economic institutions (e.g., corporations, gov-
ernment agencies, labor unions), and current policy issues (e.g., the federal
budget, poverty, the environment, deregulation). The major is a useful prepara-
tion for graduate study in economics, law, business, or public administration.
Requirements for the Major in Economics
The major consists of three core courses (Economics 255, 256, and 257), two
advanced topics courses numbered in the 300s, and two additional courses in
economics numbered 200 or above. Because Economics 101 is a prerequisite for
Economics 102, and both are prerequisites for most other economics courses,
most students will begin their work in economics with these introductory courses.
Prospective majors are encouraged to take at least one core course by the end of
the sophomore year, and all three core courses should normally be completed by
the end of the junior year. Advanced topics courses normally have some
combination of Economics 255, 256, and 257 as prerequisites. Qualified students
may undertake self-designed, interdisciplinary major programs or joint majors
between economics and related fields of social analysis.
To fulfill the major (or minor) requirements in economics, or to serve as a
prerequisite for non-introductory courses, a grade of C or better must be earned
in a course.
All prospective majors and minors are strongly encouraged to complete
Mathematics 161, or its equivalent, prior to enrolling in the core courses.
Students who aspire to advanced work in economics (e.g., an honors thesis and/
or graduate study in a discipline related to economics) are strongly encouraged to
master multivariate calculus (Mathematics 181 ) and linear algebra (Mathemat-
ics 222) early in their careers. Such students are also encouraged to take
Mathematics 265 instead of Economics 257 as a prerequisite for Economics
316. The Economics 257 requirement is waived for students who complete
Mathematics 265 and Economics 316. Students should consult the Economics
Department about other mathematics courses that are essential for advanced
study in economics.
86 Courses of Instruction
Interdisciplinary Major
The department participates in an interdisciplinary major in mathematics and
economics. See page 146.
Requirements for the Minor in Economics
The minor consists of Economics 255 or 256, and any two additional courses
numbered 200 or above.
First- Year Seminar
[18b. Sustainable Development: Environment, Economics, and Society.]
Introductory, Intermediate, and Advanced Courses
101b. Principles of Microeconomics. Every semester. The Department.
An introduction to economic analysis and institutions, with special emphasis
on the allocation of resources through markets. The theory of demand, supply,
cost, and market structure is developed and then applied to problems in antitrust
policy, environmental quality, energy, education, health, the role of the corpora-
tion in society, income distribution, and poverty. Students desiring a comprehen-
sive introduction to economic reasoning should take both Economics 101 and
102.
102b. Principles of Macroeconomics. Every semester. The Department.
An introduction to economic analysis and institutions, with special emphasis
on determinants of the level of national income, prices, and employment. Current
problems of inflation and unemployment are explored with the aid of such
analysis, and alternative views of the effectiveness of fiscal, monetary, and other
governmental policies are analyzed. Attention is given to the sources and
consequences of economic growth and to the nature and significance of interna-
tional linkages through goods and capital markets.
Prerequisite: Economics 101.
207b. International Economics. Fall 1996. Mr. Jones.
An analysis of the factors influencing the direction and composition of trade
flows among nations, balance of payments equilibrium and adjustment mecha-
nisms, and the international monetary system. Basic elements of international
economic theory arc applied to current issues such as tariff policy, capital flows
and international investment, reform of the international monetary system, and
the Internationa] competitiveness of the American economy.
Prerequisites: Economics 101 and 102.
208b. American Economic History and Development. Fall 1996.
Ms. Kaiin.
Examines the development of institutions from the colonial period to the rise
ol the modern corporation in order to understand the sources i)\ l f. S. economic
growth. Topics include early industrialization, technological change, transporta-
tion, capita] markets, enticpiencurslnp and labor markets, and legal institutions.
Prerequisites: Economics 101 and 102.
Economics 87
209b. Financial Markets. Spring 1997. Ms. Kahn.
A study of the economics of financial markets. Analytical tools needed to
understand the domestic financial markets are developed and applied to current
economic events. Topics include the money supply process; portfolio theory and
the capital asset pricing model; the function, structure, and operation of debt and
equity markets; the efficient markets hypothesis; and financial innovation and
regulation.
Prerequisites: Economics 101 and 102.
210b. Economics of the Public Sector. Fall 1997 or Spring 1998.
Mr. Fitzgerald.
Theoretical and applied evaluation of government activities and the role of
government in the economy. Topics include public goods, public choice, income
redistribution, benefit-cost analysis, health care, social security, and incidence
and behavioral effects of taxation.
Prerequisite: Economics 101.
212b. Labor and Human Resource Economics. Fall 1997 or Spring 1998. Ms.
Connelly.
A study of labor market structure and its performance, with special emphasis
on human resources policies, human capital formation, and models of discrimi-
nation in the labor market.
Prerequisite: Economics 101.
214b. Comparative Political Economy. Fall 1996. Mr. McIntyre.
An investigation of criteria for defining and evaluating the performance of
different forms of organizing economic activity. Considers market, mixed, and
planned economies, with specific attention to France, Germany, Sweden, Japan,
the Former Soviet Union, Eastern Europe, China, and Cuba. Comparison of
alternative incentive, resource allocation, distributional, and social policy struc-
tures; evaluation of strategies for achieving long-term growth; and analysis of
interactions betweeen economic, political, and cultural factors in determining
differential systems outcomes.
Prerequisites: Economics 101 and 102, or permission of the instructor.
216b. Industrial Organization. Fall 1997 or Spring 1998. Mr. Ortmann.
A study of the organization of for-profit and nonprofit firms, their strategic
interactions, and the role of information. Introduces basic game-theoretic con-
cepts, with which many problems of industrial organization can be analyzed.
Prerequisite: Economics 101 or permission of the instructor.
217b. The Economics of Population. Spring 1997. Ms. DeGrafk.
A study of the interaction of economic variables and population processes,
especially fertility, mortality, and migration. The first half of the course focuses
on economic determinants of population dynamics; the second half, on the
consequences of population growth for the economy. Analysis of both industri-
alized and developing countries is incorporated.
Prerequisite: Economics 101.
88 Courses of Instruction
218b. Economics of Environmental Quality and Resources. Fall 1996.
Mr. Freeman.
The economic dimensions of environmental quality and resource manage-
ment problems faced by the United States and the world. The relationships among
population, production, and pollution; the role of market failure in explaining the
existence of pollution; evaluation of alternative strategies for pollution control
and environmental management; the adequacy of natural resource stocks to meet
the future demands of the United States and the world.
Prerequisite: Economics 101.
219b,d. Underdevelopment and Strategies for Development in Poor
Countries. Spring 1997. Mr. Vail.
The major economic features of underdevelopment are investigated, with
stress on economic dualism and the interrelated problems of poverty, inequality,
urban bias, and environmental degradation. The assessment of development
strategies emphasizes key policy choices, such as export promotion versus import
substitution, agriculture versus industry, plan versus market, and capital versus
labor-intensive technologies. Topics include the Third World debt crisis, environ-
mental sustainability, and rapid industrialization in East Asia.
Prerequisites: Economics 101 and 102, or permission of the instructor.
[223b. European Economic History.]
235b. Transitional Economies: Planning, Economic Reform, and
Reorganization. Spring 1997. Mr. McIntyre.
Considers the difficult transition to market-type economy in Eastern Europe,
the former Soviet Union, and China. Issues of privatization, marketization, the
sequencing of reforms, the survival of mixed forms of ownership, and the social-
policy consequences of these changes are studied over the period from 1978-
1997. The historical roots of current differences in economic reform, perfor-
mance, and structure are also examined. Comparisons are also made to the late-
industrializing East Asian model of development, as well as earlier to Japanese
experience.
Prerequisites: Economics 101 and 102, or permission of the instructor.
255b. Microeconomics. Fall 1996 and Spring 1997. Ms. Connelly.
An intermediate-level study of contemporary microeconomic theory. Analy-
sis of the theory of resource allocation and distribution, with major emphasis on
systems of markets and prices as a social mechanism for making resource
allocation decisions, Topics include the theory of individual choice and demand,
the theory of the firm, market equilibrium under competition and monopoly,
general equilibrium theory, and welfare economies. Enrollment limited to 40
students.
Prerequisites: Economics 101 and 102. Elementary calculus will be used.
256b. Macroeconomics. Fall 1996. Mr. JONES. Spring 1997. Mk. I)i Cnsn k.
An intermediate-level study of contemporary national income, employment,
and inflation theory. Consumption, investment, government receipts, govern-
ment expenditures, money, and interest rates are examined for their determinants,
Economics 89
interrelationships, and role in determining the level of aggregate economic
activity. Policy implications are drawn from the analysis. Enrollment limited to
40 students.
Prerequisites: Economics 101 and 102. Elementary calculus will be used.
257b. Economic Statistics. Fall 1996. Ms. DeGraff. Spring 1997.
Mr. Goldstein.
An introduction to the data and statistical methods used in economics. A
review of the systems that generate economic data and the accuracy of such data
is followed by an examination of the statistical methods used in testing the
hypotheses of economic theory, both micro- and macro-. Probability, random
variables and their distributions, methods of estimating parameters, hypothesis
testing, regression, and correlation are covered. The application of multiple
regression to economic problems is stressed. Enrollment limited to 40 students.
Prerequisites: Economics 101 and 102. Elementary calculus will be used.
291b-294b. Intermediate Independent Study. The Department.
Courses numbered above 300 are advanced courses in economic analysis
intended primarily for majors. Enrollment in these courses is limited to 18
students in each unless stated otherwise. Elementary calculus will be used in all
300-level courses.
301b. The Economics of the Family. Spring 1997. Ms. Connelly.
Microeconomic analysis of the family, its roles, and its related institutions.
Topics include marriage, fertility, labor supply, divorce, and the family as an
economic organization.
Prerequisites: Economics 255 and 257, or permission of the instructor.
302b. Business Cycles. Spring 1997. Mr. Goldstein.
A survey of competing theories of the business cycle, empirical tests of cycle
theories, and appropriate macro stabilization policies. Topics include descriptive
and historical analysis of cyclical fluctuations in the United States, Keynesian-
Kaleckian multiplier-accelerator models, NBER analysis of cycles, growth cycle
models, theories of financial instability, Marxian crisis theory, new classical and
new Keynesian theories, and international aspects of business cycles.
Prerequisite: Economics 256 or permission of the instructor.
308b. Advanced International Trade. Spring 1997. Mr. Jones.
The study of international trade in goods and capital. Theoretical models are
developed to explain the pattern of trade and the gains from trade in competitive
and imperfectly competitive world markets. This theory is then applied to issues
in commercial policy, such as free trade versus protection, regional integral ion.
the GATT and trade liberalization, foreign direct investment, LDC debt, and the
changing comparative advantage of the United States.
Prerequisite: Economics 255 or permission of the instructor.
90 Courses of Instruction
309b. Monetary Economics and Finance. Fall 1996. Mr. DeCoster.
Advanced study of monetary and financial economics. Topics include portfo-
lio theory and asset pricing models; financial market volatility and the efficient
markets hypothesis; options and futures; mergers and acquisitions; monetary and
financial theories of the business cycle; and issues in the conduct of monetary
policy.
Prerequisites: Economics 255 and 257 and Mathematics 161, or permission
of the instructor.
310b. Advanced Public Economics. Fall 1 997 or Spring 1 998. Mr. Fitzgerald.
A survey of theoretical and empirical evaluations of government activities,
considering both efficiency and equity aspects. Topics include public choice,
income redistribution, benefit-cost analysis, analysis of selected government
expenditure programs (including social security), incidence and behavioral
effects of taxation, and tax reform. Current public policy issues are emphasized.
Prerequisites: Economics 255 and 257, or permission of the instructor. Not
open to those who have taken Economics 210.
316b. Econometrics. Fall 1996. Mr. Goldstein.
A study of the mathematical formulation of economic models and the
statistical methods of testing them. A detailed examination of the general linear
regression model, its assumptions, and its extensions. Applications to both micro-
and macro-economics are considered. Though most of the course deals with
single-equation models, an introduction to the estimation of systems of equations
is included. An empirical research paper is required. Enrollment limited to 25
students.
Prerequisites: Economics 257 or Mathematics 265, and Mathematics 161,
or permission of the instructor.
318b. Environmental and Resource Economics. Fall 1997. Mr. Freeman.
Analysis of externalities and market failure; models of optimum control of
pollution and efficient management of renewable and nonrenewable natural
resources such as fisheries, forests, and minerals; benefit-cost analysis, risk-
benefit assessment, and the techniques for measuring benefits and costs of
policies.
Prerequisites: Economics 255 and 257. Not open to those who have taken
Economics 218.
319M. The Economics of Development. Fall 1997 or Spring 1998.
Ms. DeGraff.
Theoretical and empirical analysis of selected microeconomic issues within
the context of developing countries. The course has a dual focus on modeling
household decisions and on the effects of government policy and intervention.
Topics include household labor allocation; agriculture production, land use, and
land tenure systems; investment in education ami human resource development;
income inequality; and population dynamics.
Prerequisites: Economics 255 and 257, or permission ol the instructor.
Education 91
321b. Ecological Economics and Sustainable Development. Fall 1996.
Mr. Vail.
Explores an emerging economic sub-discipline, built on the recognition that
economies are open sub-systems of ecosystems, subject to natural "laws" and
constraints. The first focus is theories and evidence regarding co-evolution of the
economy and environment, drawing insights from biophysical and social sci-
ences. The course then traces recent scholarly debates about principles for
sustainable economic development and operational guidelines for sustainable
resource allocation and ecosystem maintenance.
Prerequisites: Economics 255 and 257 or equivalent background in empirical
methods.
349b. Economic Geography. Fall 1997 or Spring 1998. Mr. DeCoster.
Examines the spatial distribution of economic activity with the goal of
understanding the changing patterns of economic agglomeration and demarca-
tion observed in modern economies. Topics may include city formation, struc-
ture, and growth; models of systems of cities; urbanization and economic
development; suburbanization and edge city economics; the dynamics of regional
economic evolution; and financial issues in economic geography, such as the
determinants of optimal currency areas. Theoretical analysis is supplemented
with applications drawn from current developments, such as European economic
unification.
Prerequisites: Economics 255 and Mathematics 171, or permission of the
instructor.
355b. Topics in Advanced Microeconomic Theory: The Theory and Practice
of Games and Decisions. Spring 1998. Mr. Ortmann.
Many problems in business, politics, and everyday life can be framed in simple
game-theoretic terms. Introduces the essential ideas of noncooperative game
theory and asymmetric information. Also introduces the student to the use of
experimental methods in economics.
Prerequisite: Economics 255 or permission of the instructor.
401b-404b. Advanced Independent Study and Honors. The Department.
Education
Associate Professor Lecturer
T. Penny Martin, Chair Kathleen O'Connor
Assistant Professor Adjunct Lecturer
Nancy E. Jennings George S. Isaacson
Bowdoin College does not offer a major in education.
Requirements for the Minor in Education
The minor in education consists of four courses.
I Courses of Instruction
Requirements for Certification to Teach in Public Secondary Schools
Because teaching in the public schools requires some form of licensure, the
education department provides a sequence of courses which may lead to certifi-
cation for secondary school teaching. This sequence includes the following:
1 . A major in the discipline the student intends to teach, such as Spanish,
biology, mathematics, or English. History and government majors are classified
as social studies for certification purposes; meeting social studies requirements
requires early and careful planning. Public schools rarely offer more than one
course in subjects such as sociology, philosophy, anthropology, art history,
religion, or economics, so students with interests in those and similar fields should
meet with department members as soon as possible to develop a program that will
include those interests within a teaching field. While students' programs of study
at Bowdoin need not be seriously restricted by plans to teach, majors and minors
should be chosen with teaching possibilities in mind.
2. Six courses offered by the Department of Education: Education 101 or 102;
Education 203: and Education 301, 302, 303, and 304.
3. Psychology 101.
4. Pre-practicum experience in a classroom.
Because education is not a major at Bowdoin, students interested in teaching as
a career must carefully plan the completion of course work for certification.
Requirements for Teaching in Private Schools
State certification is not usually a requirement for teaching in independent
schools. Thus, there is no common specification of what an undergraduate
program for future private school teachers should be. In addition to a strong major
in a secondary-school teaching field, however, it is recommended that prospec-
tive teachers follow a sequence of courses similar to the one leading to public
school certification.
There is a further discussion of careers in teaching on page 36.
Introductory, Intermediate, and Advanced Courses
101c. Contemporary American Education. Fall 1996. Ms. Jennings.
Examines current educational issues in the United States, beginning with the
Brown school desegregation decision in 1954. Topics include the purpose of
schooling and what should be taught, the roles of federal, slate, and local
governments in education, the rise of new populations and new educational
institutions, school choice, issues of gender, and the reform movements of the
1990s. The role of schools and colleges in society's pursuit of equality and
excellence forms the backdrop ol this study.
102c. History of American Education. Spring 1997. Ms. Martin.
A study of the evolution of American educational ideas and institutions.
Indium;' llirnns thai have shaped American education, such as the purpose of
.< hooling, the nature oi the curriculum, ami the training and role of the teacher,
BK traced through the works Of SUCh figures as Horace Mann, Mary Lyon, W. E.
I', I HlBoifl .ind lolin Dewey.
Education 93
202c. Education and Biography. Spring 1997. Ms. Martin.
An examination of issues in American education through biography, autobi-
ography, and autobiographical fiction. The effects of class, race, and gender on
teaching, learning, and educational institutions are seen from the viewpoint of the
individual, one infrequently represented in the professional literature. Authors
include Coles. McCarthy. Kincaid. and Welty.
Prerequisite: Education 101 or 102, or permission of the instructor. Enroll-
ment limited to sophomores, juniors, and seniors.
203c. Educating All Children. Fall 1996. Ms. Jennings.
An examination of the economic, social, political, and pedagogical implica-
tions of universal education in American classrooms. The course focuses on the
right of every child, including physically handicapped, learning disabled, and
gifted, to equal educational opportunity. Requires two hours a week in schools.
Prerequisite: Education 101 or 102. or permission of the instructor.
250c. Law and Education. Even other year. Fall 1996. Mr. Isaacson.
A study of the impact of the American legal system on the functioning of
schools in the United States through an examination of Supreme Court decisions
and federal legislation. This course analyzes the public policy considerations that
underlie court decisions in the field of education, and it considers how those
judicial interests may differ from the traditional concerns of school boards,
administrators, and teachers. Issues to be discussed include constitutional and
statutory developments affecting schools in such areas as free speech, student
discipline, sex discrimination, prayer, religious objections to compulsory educa-
tion and curriculum materials, race relations, teachers" rights, school financing,
bilingual programs, and education of the handicapped.
251c. The Teaching of Writing: Theory and Practice. Fall 1996.
Ms. O'Connor.
Explores theories and methods of teaching writing, emphasizing collaborative
learning and peer tutoring. Examines relationships between the writing process
and the written product, writing and learning, and language and communities.
Investigates disciplinary writing conventions, influences of gender and culture on
language and learning, and concerns of ESL and learning disabled writers.
Students practice and reflect on revising, responding to others' writing, and
conducting conferences. Prepares students to serve as writing assistants for the
Writing Project.
This course may not be used to satisfy teacher certification requirements.
Prerequisite: Selection in previous spring by application to the instructor.
301c. Teaching. Fall 1996. Ms. Martin.
A study of what takes place in classrooms: the methods and purposes of
teachers, the response of students, and the organizational context. Readings and
discussions help inform students' direct observations and written accounts o\
94 Courses of Instruction
local classrooms. Peer teaching is an integral part of the course experience.
Requires three hours a week in schools.
Prerequisites: Senior standing, one Bowdoin education course. Psychology
101. and permission of the instructor.
302c. Student Teaching Practicum. Spring 1997. Ms. Jennings.
Because this final course in the student teaching sequence demands a consid-
erable commitment of time and serious responsibilities in a local secondary
school classroom, enrollment in the course requires the recommendation of the
instructor of Education 301. Recommendation is based on performance in
Education 301, the student's cumulative and overall academic performance at
Bowdoin, and the student's good standing in the Bowdoin community. Required
of all students who seek secondary public school certification, the course is also
open to those with other serious interests in teaching. Grades are awarded on a
Credit/Fail basis only. Education 303 and 304 must be taken concurrently
with this course.
Prerequisites: Senior standing, three Bowdoin education courses, including
Education 203 and 301; Psychology 101; pre-practicum experience in a class-
room; and permission of the instructor.
303c. Curriculum and Instruction. Spring 1997. Ms. Jennings.
A study of the knowledge taught in schools; its selection and the rationale by
which one course of study rather than another is included; its adaptation for
different disciplines and for different categories of students; its cognitive and
social purposes; the organization and integration of its various components.
Prerequisite: Education 301 or permission of the instructor.
304c. Senior Seminar: Analysis of Teaching and Learning. Spring 1997.
Ms. Jennings.
This course is designed to accompany Education 302, Student Teaching
Practicum, and considers theoretical and practical issues related to effective
classroom instruction.
Prerequisites: Senior standing, three Bowdoin education courses, including
Education 203 and 301: Psychology 101; pre-practicum experience in a class-
room: and permission of the instructor.
291c-294c. Intermediate Independent Study.
401c-404c. Advanced Independent Study.
English
95
English
Assistant Professors Visiting Assistant Professors
Louis Chude-Sokei Carol A. N. Martin
Ann L. Kibbie Anna Wilson
Elizabeth Muther** Joint Appointment with
Theater
Visiting Assistant Professor
Elizabeth Wong
Professors
Franklin G. Burroughs, Jr.
William C. Watterson
Associate Professors
David Collings
Celeste Goodridgef
Joseph D. Litvak
Marilyn Reizbaum, Chair
Requirements for the Major in English and American Literature
The major requires a minimum often courses, three of which must be chosen from
offerings in English literature before 1 800 (English 200, 201, 202, 210, 211, 220,
221, 222, 223, 230, 231, and 250). Only one of these three courses may be a
Shakespeare course. Seven additional units may be selected from the foregoing
and/or English 10-29 (first- year seminars, not more than two); 61-63 (Creative
Writing, only one); 101-103; 240-288; 300-399; 291-292 (independent study);
and 401-402 (advanced independent study). One upper-level course in Film
Studies may be counted toward the major. Students who intend to major in
English should take a minimum of three courses in the department before
declaring the major. Credit toward the major for advanced literature courses in
another language, provided that the works are read in that language, and other
exceptions to the requirements, must be arranged with the chair.
Majors who are candidates for honors must write an honors essay and take an
oral examination in the spring of their senior year.
Requirements for the Minor in English and American Literature
The minor requires at least five of the above courses.
First- Year Seminars in English Composition and Literature
These courses are open to first-year students. The first-year English seminars are
numbered 10-19 in the fall; 20-29 in the spring. Usually there are not enough
openings in the fall for all first-year students who want an English seminar. First-
year students who cannot get into a seminar in the fall are given priority in the
spring. The main purpose of the first-year seminars (no matter what the topic or
reading list) is to give first-year students extensive practice in reading and writing
analytically. Each seminar is normally limited to 16 students and includes
discussion, outside reading, frequent papers, and individual conferences on
writing problems. For a full description of the following first-year seminars, see
pages 111-1 13.
10c,d. English Literature and the Post-Colonial. Fall 1 996. Mr. Chude-Sokei.
lie. Lyricism. Fall 1996. Mr. Collings.
12c. Gender and Class in Hollywood Romantic Comedy, 1934-1986. Fall
1996. Mr. Litvak.
96 Courses of Instruction
13c. Plato to Piaget: Processes of Education. Fall 1996. Ms. Martin.
14c,d. American Fiction in Black and White. Fall 1996. Ms. Muther.
(Same as Africana Studies 14.)
15c. Celt-o-Files. Fall 1996. Ms. Reizbaum.
16c. An Introduction to the Drama. Fall 1996. Mr. Watterson.
17c. Hawthorne. Fall 1996. Ms. Wilson.
20c. The Contemporary Essay. Spring 1997. Mr. Burroughs.
21c. Strange Cravings. Spring 1997. Mr. Collings.
22c. Introduction to Poetry. Spring 1997. Ms. Kjbbie.
23c. Modern Jewish Literature. Spring 1997. Ms. Reizbaum.
24c. "When Do We Live?": British and American Boarding School Fiction.
Spring 1997. Mr. Watterson.
25c. Writing the Self. Spring 1997. Ms. Wilson.
English 101 and 102: Survey Course in English Literature
A reading course, with examinations, designed to familiarize students with the
main currents of English literature, from Anglo-Saxon times to the twentieth
century. Limited to 75 students each semester, with preference given in English
101 to sophomores, juniors, and AP first-year students (in that order).
101c. Every fall. Fall 1996. Mr. Burroughs.
Provides a broad introduction, from the beginnings to the end of the eighteenth
century. Individual works are studied in the context of major stylistic, thematic,
and historical developments. Special attention is given to genre and prosody.
Major writers include Chaucer, Shakespeare, Donne, Milton, and Pope.
[102c]
Courses in Composition and Creative Writing
[60c. English Composition.]
61c. Creative Writing I: Poetry. Fall 1996. Tin; DEPARTMENT.
Intensive study of the writing of poetry through the workshop method.
Students will be expected to write in free verse, in form, and to read deeply from
an assigned list of poets.
Prerequisite: Permission of the instructor. Hnrollment limited to 15 students.
63c. Creative Writing II: Narrative. Spring 1997. Mr. BURROUGHS.
A workshop for writers interested in fiction and/or nonl'ictional prose narra-
tive. Enrollment limited to 12 students.
Prerequisite: Permission Of the instructor. Participants will be selected on the
basis of an 8 15 page writing sample, to be submitted to the instructor by
November I, 1996. Students will know whether or not they are admitted to the
class by November 15.
English 97
Advanced Courses in English and American Literature
200c. Old English. Fall 1997. The Department.
An introductory study of the language, history, and texts of Anglo-Saxon
England.
201c. Chaucer. Spring 1998. Mr. Burroughs.
Emphasis on The Canterbury! Tales.
202c. Topics in Middle English Literature. Fall 1996. Ms. Martin.
Studies literary and historical representations of medieval English heroes and
their relations to several cultural "others": Saxons, women, Saracens, heathens,
and Jews. Readings of twelfth- through fifteenth-century texts include selections
from debate poems, English chronicles, the lais of Marie de France, letters,
Arthurian and Jewish fictions, fourteenth-century alliterative poems, and selec-
tions from Chaucer and Henryson.
210c. Shakespeare's Comedies and Romances. Fall 1997. Mr. Watterson.
Examines A Midsummer Night's Dream, The Merchant of Venice, Twelfth
Night, As You Like It, The Winter's Tale, Cymbeline, Pericles, and The Tempest
in light of Renaissance genre theory.
211c. Shakespeare's Tragedies and Roman Plays. Spring 1 997. Mr. Watterson.
Examines Hamlet, Othello, Macbeth, King Lear, Julius Caesar, Antony and
Cleopatra, and Coriolanus in light of recent critical thought. Special attention is
given to psychoanalysis, new historicism, and genre theory.
[220c. English Literature of the Early Renaissance.]
[221c. English Literature of the Late Renaissance.]
222c. Milton. Every other year. Fall 1996. Ms. Kibbie.
A critical study of his chief writings in poetry and prose.
223c. Elizabethan and Stuart Drama (Early English Drama). Every other
year. Spring 1997. Ms. Martin.
Studies in origins and development of English drama, with particular attention
to instances in which "staging" is used as metaphor for interactions between
individuals and social institutions. Readings and viewings will be selected from
medieval cycle plays and morality plays, anonymous popular works, Lily, Kyd,
Marlowe, Dekker, Greene, Jonson, Tourneur, Webster, Beaumont, Fletcher,
Massinger, and Ford, among others, and from tracts written to protest the social
effects of the theater.
230c. Restoration and Early Eighteenth-Century English Literature. Every
other year. Fall 1997. Ms. Kibbie.
An overview of the literature of the Restoration and the early eighteenth
century, exclusive of the novel. Authors include Dryden, Behn, Pope, and Swift.
231c. Late Eighteenth-Century English Literature. Every other year. Spring
1998. Ms. Kibbie.
An overview of the literature of the late eighteenth century, exclusive of the
novel. Authors include Boswell, Johnson, Burke, Goldsmith, and Sheridan.
98 Courses of Instruction
240c. English Romanticism I: After Revolution. Every other year. Fall 1996.
Mr. Collings.
English literature in the years immediately after the fall of the Bastille.
Considers debates over the French Revolution; the theater of heroic crime; the
poetry of radical dissent and of agrarian republicanism; Jacobin and feminist
fiction; and strains of anti-utopian social thought. Authors may include Burke,
Paine. Blake, More, Schiller, Godwin, Wollstonecraft, Hays, Polwhele,
Wordsworth, Coleridge, and Malthus.
241c. English Romanticism II: Towards Modern England. Spring 1997. Mr.
Collings.
English literature in the era of Napoleon and of a rapidly industrializing
economy. Considers the public culture of urbane criticism; the beginnings of
working-class radicalism; the literature of orientalism, decadence, and aestheti-
cism; and the cultural politics of the Greek revival. Authors may include Smith,
Jeffrey, Hazlitt, Cobbett, Owen, Coleridge, Byron, De Quincey, Percy and Mary
Shelley, Hemans, and Keats.
242c. Victorian Poetry and Prose. Spring 1997. Mr. Litvak.
Not a survey course, but an examination of a specific issue that traverses
generic boundaries and opens up new ways of thinking about the Victorians.
Authors to be considered may include Tennyson, the Brownings, Arnold,
Dickens, Collins, Braddon, Wood, Stevenson, Stoker, and Wilde.
250c. The Rise of the Novel. Every other year. Spring 1997. Ms. Kibbie.
Traces the emergence of the novel in the eighteenth century as a distinct genre
that absorbed earlier kinds of writing but also provided something new. Authors
include Behn, Defoe, Richardson, Fielding, Smollett, and Burney. Enrollment
limited to 40 students.
251c. The British Novel, 1780-1830. Fall 1997. The Department.
Examines the emergence of Gothic fiction and the novel of manners in the
context of political and social discourses in the era of revolution. Authors may
include William Godwin, Ann Radcliffe, Matthew Lewis, Maria Edgeworth. Jane
Austen, Mary Shelley, and Walter Scott.
252c. The Victorian Novel. Every other year. Spring 1998. Mr Litvak.
Emphasizes the social and political significance of novels by Emily Bronte,
Charlotte Bronte. Charles Dickens, Elizabeth Gaskell, Wilkie Collins. George
Eliot, Anthony Trollopc. Thomas Hardy, and George Gissing.
260c. Twentieth-Century British Poetry. Spring 1997. Ms. Ri tZBAUM.
Examines the poets of modernism, politically engaged poetry such as that of
the thirties and 1970s feminism, and contemporary movements. Authors include
Yeats, Idiot, Auden, Thomas, Larkin, Hughes, and Kaine.
261c. Twentieth-Century British Fiction. Spring L998. Ms. Reizbaum.
A glance at works written by authors of what are (roughly) the British Isles.
Includes a section on British feminism (Woolf. Mansfield, Richardson, Kate
< )' Brien ). some representations of the "colonial" text (Doris I .essing, Jean Rhys),
British avant-gardism, (post) modernism (Joyce, Beckett), works from the
contemporary scene, and more.
English 99
262c. Modern Drama. Every other year. Fall 1997. Ms. Reizbaum.
Focuses on British and American dramas, including the works of Stoppard,
Wilde, Nztoke Shange, Beckett, Albee, and Wasserstein, and some Continental
playwriting (Brecht, Ibsen).
270c. American Literature to 1860. Fall 1996. Ms. Wilson.
Selected readings focusing on writers of the American Renaissance. Authors
include Cooper, Hawthorne, Stowe, Melville, and Whitman.
[271c. American Literature, 1860-1917.]
272c. American Fiction, 1917-1945. Every other year. Fall 1 997 . Ms . Goodridge.
Focuses on American literature of the twenties and thirties. Attention is given
to the various ways in which the historical events emerge or are repressed in this
fiction. Writers include Wharton, Cather, Hemingway, Fitzgerald, Boyle, Porter,
and Faulkner. Enrollment limited to 40 students.
273c. American Fiction since 1945. Every other year. Spring 1998. The
Department.
Analyzes the various experiments in fiction since the 1950s. Issues of gender,
stylistic innovation, and self-reflection are emphasized. Enrollment limited to 40
students.
274c. American Poetry in the Twentieth Century. Fall 1997. Ms. Goodridge.
Poets include Frost, Stevens, Williams, Moore, Bishop, Brooks, Lowell,
Merrill, Rich, and Plath. Enrollment limited to 40 students.
[275c,d. African-American Fiction.]
[276c,d. African-American Poetry.]
280c. Women Writers in Fnglish. Every other year. Spring 1998. The
Department.
A study of traditions of women's writing. Enrollment limited to 40 students.
282c. An Introduction to Literary Theory Through Popular Culture. Every
other year. Fall 1996. Mr. Litvak.
Designed for students who have not read extensively in contemporary literary
theory but wish to familiarize themselves with the new and highly influential
ways of thinking about literature and culture that "theory" has come to comprise.
Readings in structuralist, deconstructive, feminist, psychoanalytic, new histori-
cist, African-American, and lesbian and gay theory are paired with examples from
popular or mass-cultural forms such as best-selling novels, music videos, Holly-
wood films, and soap operas; the "high" and the "abstract" will not only explain
but also be explained by the "low" and the "concrete." Frequent short papers and
occasional evening screenings.
Note: This course is offered as part of the curriculum in gay and lesbian studies.
285c,d. Twentieth-Century Anglophone Caribbean Literature. Spring 1997.
Mr. Chude-Sokei.
An introduction to the literature of the Anglophone Caribbean. Writers include
Earl Lovelace, Jean Rhys, Edward Kamau Brathwaite, Louise Bennett, Claude
McKay, Jamaica Kincaid, and others. Although the themes of colonialism and
100 Courses of Instruction
post-coloniality are present, the class addresses specifically local concerns, such
as the representation of Caribbean life, the politics of dialect, and issues less
apparent to a perspective that privileges a relationship with the West. (Same as
Africana Studies 285.)
286c,d. The Literature of Black Diaspora. Fall 1996. Mr. Chude-Sokei.
From the early nineteenth century to the present, "race" has allowed a form of
literary expression unique to an African diaspora. This course studies the context
of cultural and aesthetic dissemination by looking at writers from throughout the
black dispersal. Writers include Paule Marshall, Levi Tafari, Linton Kwesi
Johnson, Victor Headley, and the work of scholars like Paul Gilroy and W.E.B.
Du Bois. (Same as Africana Studies 286.)
287c,d- Introduction to West African Fiction in English. Fall 1997.
Mr. Chude-Sokei.
An introduction to the works of Chinua Achebe, Ama Ata Aidoo, Ayi Kwei
Armah, Buchi Emecheta, Wole Soyinka, and others. This course focuses on the
literature of Anglophone West Africa, but includes the work of other African
writers and critics. The course attempts to bridge the gap between a post-colonial
perspective and more nativist discourses and concerns. (Same as Africana
Studies 287.)
288c,d- Black Writing/Black Music. Spring 1998. Mr. Chude-Sokei.
From the Jazz poetry that characterized the Harlem Renaissance to the Dub
Poetry of post-independence Jamaican writers and contemporary Hip Hop, music
has been evoked as the aesthetic matrix in which many black writers operate. This
course investigates the relationship between written text and recorded sound. In
addition to texts by W.E.B. Du Bois, Langston Hughes, Toni Morrison, and
Michael Thelwell. this course also employs sound recordings. (Same as Africana
Studies 288.)
300c. Literary Theory. Fall 1997. Mr. Litvak.
An analysis of semiotic, deconstructive, psychoanalytic, feminist, Marxist,
African- American, and gay and lesbian theories of literature. Enrollment limited
to 15 students.
Prerequisite: Permission of the instructor.
310c-350c. Studies in Literary Genres. Every year.
Lectures, discussions, and extensive readings in a major literary genre: e.g.,
i he narrative poem, the lyric poem, fiction, comedy, tragedy, or the essay.
326c. Faulkner's Major Fiction. Fall 1996. Mk. Burroughs.
Surveys the major Yoknapatawpha fiction, from Flags in the Dust 1 1929) to
GO Down, Moses ( 1942).
Prerequisite: Permission of the instructor.
327c. Jane Austen. Fall 1996. Ms. Kuoui .
A study of some of Jane Austen's literary precursors (including Jane Collier,
Prances Humes . and Charlotte Lennox), as well .is of Austen's major works.
Prerequisite: Permission of the instructor.
English 101
328c,d. African American Poetry: Brown, Hayden, Brooks, and Harper. Fall
1996. Ms. Muther.
Explores the work of four poets — Sterling Brown, Robert Hayden, Gwendolyn
Brooks, and Michael S. Harper — in relation to each other and to the double
heritage of African American expressive culture and Anglo-American modern-
ism. Students participate in the conference/festival in honor of Michael S. Harper
to be held at the College during the fall semester. Enrollment limited to 15
students. (Same as Africana Studies 328.)
Prerequisite: Permission of the instructor.
329c. Irish Poetics. Fall 1996. Ms. Reizbaum.
An examination of modern Irish literatures, their place and impact on the
English canon and culture of the twentieth century. Considers the Irish uncanoni-
cal, both "insider" and "outsider" Irish writers, and explores the contemporary
category of "minor" literatures in terms of some of the most celebrated authors of
the century. Authors include Synge, Friel, Joyce, Beckett, Kate O'Brien, Nuala
ni Dhomnaill, Heaney, Boland, and Neil Jordan. Enrollment limited to 18
students.
Prerequisite: Permission of the instructor.
330c. The Poetry of Edmund Spenser. Fall 1996. Mr. Watterson.
Begins with The Shepheardes Calendar, the Sonnets or Amoretti, the Four
Hymns, and selected other lyrics, and concludes with careful study of The Faerie
Queen, the greatest and most complex of all Elizabethan poems. This course will
satisfy the department requirement for pre- 1 800 courses. Enrollment limited to 1 5
students.
Prerequisite: Permission of the instructor.
331c. Eight American Poets. Fall 1996. The Department.
A seminar on a group of American Poets representative of a certain strain in
the tradition, loosely called "transcendental." Strong emphasis on prosody, close
reading "excavation" of multiple meanings and sources in poems, and the poet's
negotiation of the implicit tension between technique and subject matter. Poets
include Emerson, Dickinson, Frost, Stevens, Berryman, Plath, Ammons, and
Charles Wright. Enrollment limited to 15 students.
Prerequisite: Permission of the instructor.
332c,d. Modernism and African-American Literature. Spring 1997.
Mr. Chude-Sokei.
Focuses on the experience and discourse of "modernism" as it relates to black
writers in and around the Harlem Renaissance. Where black American (and
immigrant West Indian) writers fit into this traditionally Euro- American aesthetic
category is the main concern of this course. Writers include W.E.B. Du Bois,
Claude McKay, Zora Neale Hurston, Jean Toomer, and Alain Locke's seminal
New Negro anthology. Enrollment limited to 15 students. (Same as Africana
Studies 332.)
Prerequisite: Permission of the instructor.
102 Courses of Instruction
333c. Mass Entertainment, Minority Entertainers. Spring 1997. Mr. Litvak.
Considers the relations between marginal social groups and the cultural
mainstream, focusing on the roles of Jews, gays, and African Americans in the
production of U.S. mass culture, from the film The Jazz Singer (1927) to the
present, by way of Tin Pan Alley, the Broadway musical, and classic Hollywood
cinema. Extensive readings in cultural criticism, history, and theory. Frequent
evening screenings in addition to regular class sessions. Enrollment limited to 1 5
students.
Note: This course is offered as part of the curriculum in gay and lesbian studies.
Prerequisite: Permission of the instructor.
334c. Something to Say: Rhetoric, Social Intervention, and Fictive "Inven-
tion" in the Middle Ages and Renaissance. Spring 1997. Ms. Martin.
Studies in the techniques and self-understanding of medieval and Renaissance
writers. Trained in the art called "rhetoric," pre-modern writers designed their
works to persuade and motivate readers to a particular stance or action, a
conscious participation in social and political formation. How they shaped their
fictions to suit their persuasive purposes is the focus of this seminar. Readings
vary according to interests of seminar participants, but are likely to include
selections from medieval rhetoric manuals, Nigel Wireker's Daun BumeltheAss,
Dante Alighieri's Convivio, Geoffrey Chaucer's House of Fame, William
Langland's Piers Plowman, Christine de Pisan's Book of the City of Ladies, Jack
Upland and Friar Daw 's Reply, William Thynne's ( 1 532) edition of the Works
of Geoffrey Chaucer, and Sidney's Arcadia/Defense of Poesy. This course
satisfies the department's requirement for pre- 1 800 courses. Enrollment limited
to 15 students.
Prerequisite: Permission of the instructor.
335c. The Canon. Spring 1997. Ms. Wilson.
Examines the construction and reconstruction of the literary canon in the
nineteenth and twentieth centuries. What idea of literary excellence does the
canon promote at different historical moments'? What are different canons
designed to include or exclude? Do different canons promote different ways of
reading, or different readerships? Readings range over literary and cultural
criticism and theory, as well as canonical and non-canonical authors including
Dickens, Woolf, Hurston, and Morrison. Enrollment limited to 15 students.
Prerequisite: Permission ol the instructor.
291c-294c. Intermediate Independent Study. Thb Department.
40Tc-404c. Advanced Independent Study and Honors. Tin; DEPARTMENT.
Environmental Studies 103
Environmental Studies
Administered by the Environmental Studies Committee;
Edward P. Laine, Chair and Program Director
(See committee list, page 277.)
Adjunct Assistant Professor Lecturer Adjunct Lecturer
Jill Pearlman Edward S. Gilfillan Ellen K Baum
Requirements for the Coordinate Major in Environmental Studies (ES)
The major involves the completion of a departmental major and the following
seven courses:
Required environmental studies courses:
1. ES 101, Introduction to Environmental Studies.
2. Senior seminar: A culminating course of one semester is required of majors.
Such courses are multidisciplinary, studying a topic from at least two or three
areas of the curriculum. ES 390, 391, 392, 393, 394, or 396 will meet this
requirement, as will EC 321.
3. Five courses approved for environmental studies credit: These courses
are designated "Environmental Studies" or are cross-listed with environmental
studies. The distribution of these five courses is as follows:
a. One course from each of the three curriculum areas: the sciences, social
sciences, and arts and humanities.
b. Two elective courses: These courses may be chosen from environmental
studies or the approved cross-listings. However, students are urged to consider ES
291-294 and 401-404, intermediate and advanced independent studies, in
consultation with the program.
First- Year Seminar
For a full description of the following first-year seminar, see page 1 13.
lie. Nature and Culture in the American Landscape. Spring 1997. Ms.
Pearlman.
Introductory, Intermediate, and Advanced Courses
101. Introduction to Environmental Studies. Every fall. Mr. Gilfillan and
Mr. Laine.
An examination of global, regional, and local environmental issues from the
perspective of the geophysical and oceanographic sciences. Emphasis on the role
of the ocean and atmosphere system and its interactions and relation to the
biosphere. Principles of science and numeracy are developed as needed to help in
the understanding of the underpinnings of environmental problems. Enrollment
limited to 75 students, with preference given to first- and second-year students.
Required for ES majors.
104 Courses of Instruction
115a. Introduction to Environmental Sciences. Every spring. Mr. Gilfillan
and Mr. Laine.
An interdisciplinary introduction to the environmental sciences. Course
material includes surficial and environmental geology and marine and aquatic
ecology. In addition to classroom work, there are weekly sessions of laboratory
work or field work that focus on local environmental problems. Enrollment
limited to 25 students; preference given to students intending to major in either
geology or environmental studies.
136c. Environmental Analysis: Concepts, Institutions, Values, and Policy.
Spring 1997. Spring 1998. Mr. Simon.
Examines aspects of the environmental crisis, with special emphasis on
philosophical and political issues. Topics include our relation to and responsibil-
ity for nature in light of the present crisis; the adequacy of the conceptual and
institutional resources of the Western tradition to address the crisis; sustainability ;
and the interconnection of scientific, moral, political, economic, and policy
factors. (Same as Philosophy 136.)
200a. Marine Ecology. Every fall. Mr. Gilfillan.
The relationships between organisms and their environment are considered in
the context of animals and plants living in the sea. The concept of marine
communities living in dynamic equilibrium with their physical-chemical envi-
ronment is introduced, and the influence of human activities on the ecology of
marine organisms is explored. (Same as Biology 156.)
Prerequisite: A college-level science course or permission of the instructor.
220b. Environmental Law. Fall 1997. The Department.
This course examines critically some of the most important American environ-
mental laws and applies them to environmental problems that affect the United
States and the world. Students learn what the law currently requires and how it is
administered by federal and state agencies. They are encouraged to examine the
effectiveness of current law and consider alternative approaches.
Prerequisite: Junior or senior standing. Preference given to ES majors.
241b. Principles of Land-Use Planning. Spring 1997. The Department.
Land — how it is used, who controls it, the tension between private and public
rights to it is central to today's environmental debate. Land-use planning is
inevitably part of that debate. It is a bridge between the physical environment (the
hind) and the social, economic, and political forces affecting that environment.
The course exposes students to the physical principles of land-use planning and
the legal and socioeconomic principles thai underlie it.
Prerequisite: Junior or senior standing. Preference given to ES majors.
[244c. City, Anti-City, and Utopia: The Urban Tradition in America.)
25Hc. Environmental Ethics. Fall 1997. Mr. Simon.
The central issue in environmental ethics concerns what things in nature have
moral standing and how conflicts of interest among them are to be resolved. After
an introduction to ethical theory, topics to be covered include anthropocentrism,
Environmental Studies 105
the moral status of nonhuman sentient beings and of nonsentient living beings,
preservation of endangered species and the wilderness, holism versus individu-
alism, the land ethic, and deep ecology. Open only to sophomores, juniors, and
seniors. (Same as Philosophy 258.)
390. Seminar in Environmental Studies. Reform, Revolution, or Transfor-
mation: Perspectives Drawn from Sexual, Racial, and Environmental Poli-
tics. Fall 1997. Mr. Rensenbrink.
This interdisciplinary seminar investigates the philosophic and political
claims made by contemporary social movements for women, people of color,
gays and lesbians, and the environment. Such problems as identity politics,
political correctness, the public/private split, the gap between nature and human-
ity, and the meaning of difference are explored. Special emphasis is given to the
relation of these movements to the common good. The common good is treated
both as a possible standard of political unity and as a challenge to reformist,
revolutionary, or transformational action. Course work includes lectures, class
discussion, reports, essays, and papers. Enrollment limited to 15 students.
Preference given to junior and senior majors. (Same as Africana Studies 390 and
Women's Studies 390.)
391. Seminar in Environmental Studies: The Gulf of Maine. Spring 1997.
Mr. Gilfillan.
A study of the environmental challenges facing the Gulf of Maine and
surrounding bioregions, with major emphasis on fisheries. Enrollment limited to
15 students. Preference given to junior and senior ES majors.
392. Seminar in Environmental Studies: Advanced Topics in Environmental
Philosophy. Fall 1996. Mr. Simon.
Topics may include conservation and our obligation to future generations;
individualism, holism, and the construction of the moral community; normative
aspects of policy formation; and philosophical problems concerning technology.
Enrollment limited to 15 students. Preference given to senior philosophy majors
and ES majors. (Same as Philosophy 392.)
393. The Maine Environment. Spring 1997. Mr. Laine.
Examination of environmental issues and problems in and around Maine.
Each student is helped to design and carry out a project that focuses his or her
interests and strengths on a problem of interest to local and regional environmen-
tal organizations. Work is carried out both on and off campus. Students are
encouraged to frame their analyses in terms of classic writings in the environmen-
tal literature. Enrollment limited to 15 students. Preference given to junior and
senior ES majors.
394. Seminar in Environmental Studies: Chemicals in the Environment —
Risks, Costs, and Policy. Spring 1997. Mr. Freeman.
We release a bewildering variety of chemicals into the environment. Some
releases are intentional (e.g., pesticides); some are byproducts of human activity
(air and water pollutants); and some are the result of accidents. Once in the
106 Courses of Instruction
environment, these chemicals can result in risks to human health (cancer and other
diseases) and to the integrity of ecological systems. Regulations to limit or
prevent releases are costly and involve trade-offs. This seminar is organized
around three major questions: How can the nature and magnitude of risks be
determined? How does government currently make trade-offs? How should
trade-offs be made in a society that desires to improve human welfare? Topics
include the scientific basis for assessing risk to human health and ecosystems,
benefit-cost and risk-benefit analysis, the present legal framework for regulation,
and alternative approaches to regulation. Case studies include lead in the
environment, PCBs, dioxins, pesticides in food, ozone and particulate matter air
pollution, and control of airborne toxic chemicals. Enrollment limited to 15
students.
Prerequisites: Junior or senior standing and permission of the instructor.
396a. Conservation Biology. Every other spring. Spring 1997.
Mr. Wheelwright.
The application of ecological and evolutionary principles to contemporary
conservation problems. The seminar focuses on understanding the proximate
causes for the loss of biodiversity, including habitat fragmentation and degrada-
tion, the introduction of exotic species, and environmental change on a global
scale. Explores models of population genetics, demography, life history theory,
wildlife management, and host-parasite dynamics through readings in the pri-
mary literature and through seminars by visiting speakers. Optional field trip to
the Bowdoin Scientific Station on Kent Island. (Same as Biology 396.)
Prerequisites: Biology 115 and 220, or permission of the instructor.
291-294. Intermediate Independent Study. The Program.
401-404. Advanced Independent Study and Honors. The Program.
CROSS LISTINGS
Cross listings arc courses offered by various departments that can be used to sa(ist\
requirements for the major in environmental studies. In addition to the courses listed below,
students may discuss other possibilities with the Environmental Studies Program. For full
course descriptions and prerequisites, see the appropriate department listings.
Sciences
Biology 14a. The Natural History of Maine. Spring 1997. Mr. Howland.
Biology Ilia. Plant Physiology. Spring 1997. Ms. CARDON.
Biology 115a. Kcology. Every fall. Fall 1996. Mr. Win i i WRIGHT.
Biology 1 19a. Biology of Marine Organisms. Every fall. Fall 1996.
Ms. Johnson.
Biology 251a. Plant Physiological Kcology. Fall 1996. Ms. CaRDON.
Geology I (Mia. Introduction to Environmental Geology. Fvery fall. Fall 1996.
Mk. I. aim ami Mr, I.i \.
Geology 200a. Geological Field Methods. Every fall. Fall 1996. The
Department.
Geology 278a. Quaternary Environments. Spring 1997. Spring 1999. Mr. Lea.
Social Sciences
Anthropology 231b,d. Native Peoples and Cultures of Arctic America. Fall
1996. The Department.
Anthropology 239b,d. Indigenous Peoples of North America. Spring 1997.
The Department.
Economics 218b. Economics of Environmental Quality and Resources. Fall
1996. Mr. Freeman.
Economics 321b. Ecological Economics and Sustainable Development. Fall
1996. Mr. Vail.
Government 112b. Environmental Politics and Policy. Fall 1996. Ms. Guber.
*Sociology 214b. Science, Technology, and Society. Spring 1997. Ms. Bell.
Humanities
*Art 190c. Architectural Design I. Spring 1997. Mr. Glass
^Courses marked with an asterisk will receive environmental studies credit with the
approval of the instructor. It is expected that a substantial portion of the student's research
efforts will focus on the environment.
Film Studies
Professor Assistant Professor Visiting Instructor
Steven R. Cerf, Acting Chair Patricia A. Welschf Steve J. Wurtzler
Film has emerged as one of the most important art forms of the twentieth century.
Film studies at Bowdoin introduces students to the grammar, history, and
literature of film in order to cultivate an understanding of both the vision and craft
of film artists and of the views of society and culture expressed in cinema.
Bowdoin College does not offer a major in film studies.
First- Year Seminar
[10c. Cultural Difference and the Crime Film.]
Introductory, Intermediate, and Advanced Courses
101c. Film Narrative. Every other fall. Fall 1996. Mr. Wurtzler.
An introduction to a variety of methods used to study motion pictures, with
consideration given to a variety of types of films from different countries and time
periods. Techniques and strategies used to construct films, including: the image.
108 Courses of Instruction
mise-en-scene. editing. sound, and the orchestration of film techniques in larger,
formal systems. The second portion of the course builds on this concern with film
form by surveying some of the contextual factors shaping individual films and our
experiences of them (including mode of production.genre.authorship. and ideol-
ogy). No previous experience with film studies is required. Attendance at weekly
evening screenings is required.
201c. History of Film, 1895-1940. Fall 1997. Ms. Welsch.
Examines the development of film from its origins to the American Studio era.
Includes early work by Lumieres, Melies, and Porter, and continues with Griffith.
Murnau. Eisenstein. Chaplin. Keaton, Stroheim. Pudovkin, Lang, Renoir, and
von Sternberg. Special attention is paid to the practical and theoretical concerns
over the coming of sound. Attendance at weekly evening screenings is required.
202c. History of Film, 1940 to the Present. Spring 1998. Ms. Welsch.
A consideration of the diverse production contexts and political circumstances
influencing cinema history in the sound era. National film movements to be
studied include neorealism, the French New Wave, and the New German Cinema,
as well as the coming of age of Asian and Australian film. This course also
explores the shift away from studio production in the United States, the major
regulation systems, and the changes in popular film genres. Attendance at weekly
evening screenings is required.
216c. American Cinema and Culture During the Depression. Spring 1997.
Mr. Wurtzler.
Examines American cinema in the 1930s, in light of its social, political, and
cultural contexts. The course begins with an introduction to the Hollywood studio
system and the position of cinema in a larger culture of consumption. Next.the
course examines some of the debates in the 1930s on the perceived social
functions and potential dangers of Hollywood films. Through a series of case
studies, we explore the ability of popular films to depict the Depression, to address
issues of race and class, and to represent various political/social alternatives to the
1 930s status quo. Throughout the course, American film is considered in light of
other forms of representation. Attendance at weekly evening screenings is
required.
Prerequisite: One previous film studies course or permission of instructor.
221c. German Expressionism and Its Legacy. Fall 1997. Ms. Welsch.
Considers the flowering of German cinema during the Weimar Republic and
its enormous impact on American film. Examines work produced in Germany
from \ { )\ { ) to 1933, the films made by German expatriates in Hollywood after
Hitler's rise to power, and the wide influence of the expressionist tradition in the
following decades. Films include The Golem, The Cabinet of Dr. Caligari,
NosferatU, Metropolis, M, Citizen Kane, The Woman in the Window, The Night
OJ the Hunter, Blade Runner. Rnnihlejish, Kiss of the Spider Woman, and
Paperhouse. Attendance at weekly evening screenings is required
Film Studies 109
[222c. Images of America in Film.]
224c. The Films of Alfred Hitchcock. Spring 1997. Ms. Welsch.
Considers the films of Alfred Hitchcock from his career in British silent
cinema to the Hollywood productions of the 1970s. Examines his working
methods and style of visual composition as well as his consistent themes and
characterizations. Of particular interest are his adaptation of Daphne DuMaurier' s
Rebecca as a way of exploring the tensions between literary sources and film, and
between British and American production contexts. Ends with a brief look at
Hitchcock's television career and his influence on recent film. Attendance at
weekly evening screenings is required.
309c. Public Memory and Film Versions of History. Fall 1996. Mr. Wurtzler.
Focuses on the relationship between the political functions served by histori-
cal accounts and different strategies of representing the past. Recent films such
as Schindler's List, JFK, and Malcom X sparked debates about the relationship
between cinema and history. Those debates extended beyond issues of authentic-
ity and historical accuracy to the power of popular films to construct and revise
collective memory and the ability of film versions of history to shape contempo-
rary social and political agendas. The course explores these and other issues by
examining a variety of types of films and other art forms. Address general issues
(such as the nature of history, the importance of narrative in structuring our
experience, and the contemporary social functions fulfilled by popular versions
of history)in light of specific films and other ways of narrating the past. Writing-
intensive, with required attendance at weekly evening screenings.
Prerequisite: One previous film studies course or permission of instructor.
[310c. Gay and Lesbian Cinema.]
314c. Documentary Film: History, Theory, Practice. Spring 1997. Mr.
Wurtzler.
Provides an intensive consideration of the nonfiction film. Begins with a
survey of the history of documentary film and the tradition of theoretical and
critical writing accompanying its development. The balance of the course is
devoted to a series of topics, including: the relationship between aesthetic
practice and shifting conventions of realism, the impact of technological change
on film aesthetics, the cinema's various social and political functions, the
relationship between the nonfiction film and other modes of representing reality.
Writing-intensive, with required attendance at weekly evening screenings.
Prerequisite: One previous film studies course, or permission of the instructor.
110 Courses of Instruction
First- Year Seminars
The purpose of the first-year seminar program is to introduce college-level
disciplines and to contribute to students' understanding of the ways in which a
specific discipline may relate to other areas in the humanities, social sciences, and
sciences. A major emphasis of each seminar will be placed upon the improvement
of students' skills — their ability to read texts effectively and to write prose that is
carefully organized, concise, and firmly based upon evidence.
Each year a number of departments offer first-year seminars. Enrollment in
each is limited to 1 6 students. Sufficient seminars are offered to ensure that every
first-year student will have the opportunity to participate during at least one
semester of the first year. Registration for the seminars will take place before
registration for other courses, to facilitate scheduling. A complete listing of first-
year seminars being offered in the 1996-97 academic year follows:
Africana Studies 10b,d. Racism. Spring 1997. Mr. Partridge.
(Same as Sociology 10.)
Africana Studies 14c,d. American Fiction in Black and White. Fall 1 996.
MS. MUTHER.
(Same as English 14.)
Africana Studies 16c. Blue, Gray, and Black: The Civil War and African
Americans. Spring 1997. Mr. Rael.
(Same as History 16.)
Asian Studies 12c,d. Religions of India in Contemporary Literature. Spring
1998. Mr. Holt.
(Same as Religion 12.)
Asian Studies 23c,d. The First Emperor of China. Spring 1997. Mr. Smith.
(Same as History 23.)
Biology 14a. The Natural History of Maine. Spring 1997. Mr. Howland.
A study of the geography and biology of Maine as revealed by literature and
by direct observation. Readings begin with accounts of early exploration of the
region, including Thoreau and other nineteenth-century writers' descriptions of
Maine forests and coast, and extend to McPhce and other contemporary writers.
Student writing assignments are directed toward the literature, personal observa-
tion nature, and the interaction of the two.
( lassies 1 6c. Cultural Connections in the Ancient Mediterranean. Fall 1 996.
Mk. HlGGINBOTHAM.
Studies the degree and the nature of cross-cultural interactions, explores the
influence of one society on another, and examines the characteristics thai not only
determine, hut also unite, the civilizations of the Ancient Near East, Africa,
Greece, and Rome. Thematic topics include the ancient trading economies of
('(Hindi and Athens, the spread of ancient technologies and manufacture, the
development and evolution of monetary systems, public and private religion, and
First- Year Seminars 111
the debt that the "Classical" world owes to African and Near Eastern societies.
The seminar incorporates study of the rich collection of ancient art and artifacts
housed in the Bowdoin College Museum of Art. Here, the same evidence used by
archaeologists and historians to study the contacts between ancient cultures will
be examined (vases from Corinth and Athens, coins, votive terracotta figurines
and other cultic instruments, portraiture, and implements of daily life.)
Computer Science 10. Computers, Society, and Thought. Fall 1996.
Mr. Tucker.
Explores the many areas of social and ethical concern raised by the rapid
evolution of computer technology, including privacy, security, computer crime,
computer reliability, software piracy, and the effects of computers on the
workplace. Parts of the course are devoted to an exploration of specific computer
applications, including the Internet, graphics and visualization, and the prospects
for artificial intelligence. Course work includes reading current articles, discus-
sions, and developing the craft of writing expository and position papers. No
technical background with computers is assumed.
English 10c,d. English Literature and the Post-Colonial. Fall 1996.
Mr. Chude-Sokei.
Beginning with late Victorian, early modern British literature, this course
traces the discourse of empire through its phases that culminate in the era of
commonwealth/post-colonial writing. Issues include the relationship of literary
style to cultural power and economic domination; the problems of "English" in
a multi-national and multi-cultural literary context; the relationship between
gender and geography, sex and race; and the still unresolved questions of
nationalism and resistance.
English lie. Lyricism. Fall 1996. Mr. Collings.
Discusses the performance of aestheticized masculinities and the links be-
tween song, pain, ecstasy, and death in a small number of key poems by
Wordsworth, Coleridge, Shelley, Keats, Tennyson, Whitman, Yeats, and Crane.
. English 12c. Gender and Class in Hollywood Romantic Comedy, 1934-86.
Fall 1996. Mr. Litvak.
Considers Hollywood comedies not just as entertainment, but as intelligent
and provocative commentaries on the politics of gender and class in American
culture. Films include It Happened One Night (1934), The Awful Truth (1937),
Bringing Up Baby (1938), The Lady Eve (1941), Adam's Rib (1949), All About
Eve (1950), Some Like It Hot (1959), The Apartment (1960), The Graduate
( 1 967), Annie Hall ( 1 977), Tootsie ( 1 982), and Something Wild ( 1 986). Extensive
readings in film criticism and theory. In addition to regular class sessions,
attendance at evening screenings is required.
English 13c. Plato to Piaget: Processes of Education. Fall 1996. Ms. Martin.
Examines how people from antiquity to the present understand education to
take place. Writing for the course includes reflections on our own experiences in
being educated.
1 1 2 Courses of Instruction
English 14c,d. American Fiction in Black and White. Fall 1996. Ms. Muther.
Focuses on questions of race and national identity, "double consciousness,"
resistance and representation, and historical memory in American fiction. Au-
thors include Melville, Delany. Twain. Chesnutt. Du Bois, Faulkner. Hurston,
O'Connor, and Morrison. (Same as Africana Studies 14.)
English 15c. Celt-o-Files. Fall 1996. Ms. Reizbaum.
An introduction and examination of the modern and contemporary literatures
of Ireland. Scotland, and Wales, with a particular focus on Scotland in this
semester. Considers the place of such literatures in national, cultural, and
"canonical" terms. Includes poetry, prose, film, and music with such authors as
Seamus Heaney. Eavan Boland, R. S. Thomas. Liz Lochhead, Fiona Pitt-Kethley,
James Kelman, Janice Galloway, A. L. Kennedy, Brian Friel, Neil Jordan (The
Crying Game). Bill Forsyth (Gregory's Girl), and The Proclaimers. A look back
to the popularizations of such figures as Robert Burns, and to the present in such
offerings as Braveheart.
English 16c. An Introduction to the Drama. Fall 1996. Mr. Watterson.
Begins with Aristotle's Poetics and the Theban plays of Sophocles and
includes works by Shakespeare, Ibsen, Pirandello, Chekhov, O'Neill, Brecht,
Beckett, and Miller.
English 17c. Hawthorne. Fall 1996. Ms. Wilson.
Critical interpretation of both the work and "Hawthorne" as iconic figure.
English 20c. The Contemporary Essay. Spring 1997. Mr. Burroughs.
The revival of the personal essay has been a notable feature of recent American
writing. The form is no doubt attractive in part because it eludes definition and
allows for a wide range of generic influences. Students write essays in the form,
as well as essays about it.
English 21c. Strange Cravings. Spring 1997. Mr. Collings.
Examines the theme of fatal desire for the impossible object (gold, immortal-
ity, lame, love, bliss) in works by such authors as Goethe, Godwin, De Quincey,
Flaubert, Norris, and Dreiser.
English 22c. Introduction to Poetry. Spring 1997. Ms. Kiuhii ■..
An introduction to various poetic forms from the Renaissance to the present,
with special attention to poetic language and generic conventions. Emphasis will
be on how to approach poetry, rather than on particular authors.
English 23c. Modern Jewish Literature. Spring 1997. Ms. REEZBAUM.
Literature by, about, and "through" Jews. This course examines the way in
which Jews and Jewishness have become metaphors of modernity from a number
nt different thematic and cultural perspectives. Considers the meaning of any
category that includes Jewish" and moves from that to explore the possible
representations in literature and film. The course divides mid-century with the
Holocaust as a marker, lexis include Dracula, essays by Freud, Memoirs of an
\nli Semite, Mans, The Great (ialshx, Goodbye Columbus, stories by Grace
Paley and Leslea Newman. films such as Anne Frank Remembered And l.uropa.
I uropa, and Israeli poetry (in translation) such as the post-1948 poems of Natan
Alterman.
First- Year Seminars 1 1 3
English 24c. "When Do We Live?": British and American Boarding School
Fiction. Spring 1997. Mr. Watterson.
Traces the origin and evolution of the genre in Victorian England and its early
importation into the United States. Topics for consideration include adolescence
and institutional authority, the representation of gender, friendship and bonding,
and class-consciousness and social mobility . Novels by Hughes, Spark, Benedictus,
Campbell, Knowles, Salinger, and others, as well as nonfictional accounts,
autobiographies, and readings in social history and literary criticism. Selected
films are also screened and serve as a basis for discussion and writing assign-
ments.
English 25c. Writing the Self. Spring 1997. Ms. Wilson.
Modern American autobiographical texts, probably including McCarthy,
Nabokov, Millett, Mailer, Kingston, and Anzaldua.
Environmental Studies lie. Nature and Culture in the American Land-
scape. Spring 1997. Ms. Pearlman.
Historically, its immeasurable physical space distinguished America from
other places . A study of the American landscape in history and thought, the course
focuses on Americans' changing perceptions of their environment as they shaped
it in the nineteenth and twentieth centuries. The course draws from classic and
recent studies and includes architectural, visual, and literary materials.
History 10c. History on Film. Fall 1997. Mr. Nyhus.
Explores topics in Renaissance history as realized by important modern
directors. Considers such topics as urban life, the peasant family, the late
medieval monarchy, witchcraft, and imperialism and the New World, as well as
issues of historiography. Films include The Decameron (Pasolini), The Return of
Martin Guerre (Vigne), The Seventh Seal (Bergman), Henry V (the Olivier
version of Shakespeare's play), Day of Wrath (Dreyer), and Aguirre, the Wrath
of God (Herzog). Ancillary readings from a variety of sources.
History lie. Women in Britain and America: 1750-1920. Fall 1997.
'Ms. McMahon.
A comparative examination of the contribution of women to and the conse-
quences for women of "modernization." Topics include industrialization and the
varieties of employment for women, Victorian culture and domesticity, and
women's rights and woman suffrage. Relies heavily on primary sources: letters,
diaries, essays, prescriptive literature, fiction; secondary sources are used as
guides in the reading of those contemporary sources. Designed to teach students
how to subject primary and secondary source materials to a critical analysis.
History 12c. Utopia: Intentional Communities in America, 1630-1990. Fall
1996. Ms. McMahon.
An examination of the evolution of Utopian visions that begins with John
Winthrop's "City upon a Hill," explores the proliferation of both religious and
secular communal ventures between 1780 and 1920, and concludes with a brief
examination of late twentieth-century intentional communities. Readings include
1 14 Courses of Instruction
accounts by members (letters, diaries, essays, etc.), ''community" histories and
apostate exposes, Utopian fiction, and scholarly historical analyses. Discussions
and essays focus on teaching students how to subject primary and secondary
source materials to critical analysis.
History 14c. Many Americas: Cultural Interaction in the United States,
1607-1*920. Spring 1998. Mr. Rael.
A survey of American history focusing on moments in which interactions
between diverse peoples of America played an important role in the development
of the nation. Focuses on the experiences of Native Americans, African Ameri-
cans, Mexican Americans, Asian Americans, and European ethnic groups.
Students prepare papers based primarily upon analysis of primary source mate-
rials.
History 15c. One Hundred Years of Heterosexuality in America. Fall 1996.
Mr. Laipson.
This course places heterosexuality, a term first introduced into the English
lexicon in 1896, in historical perspective and tries to understand its development
in the twentieth century. What difference, if any, did the introduction of a new
vocabulary of sexuality make to actual sexual behaviors and identities? What has
it meant to be heterosexual in American culture: what kinds of activities, beliefs,
attitudes, and practices does the term include and define? How have expectations
of heterosexual behavior differed by gender, race, class, and age? And how has
heterosexuality served to organize ideas about sexual deviance? The course
strongly emphasizes critical reading and expository writing.
Note: This course is offered as part of the curriculum in gay and lesbian studies.
History 16c. Blue, Gray, and Black: The Civil War and African Americans.
Spring 1997. Mr. Rael.
Explores the history of the Civil War (1861-65) and the Reconstruction
(1865-77), emphasizing the role of African Americans. Examines the role of
slavery in the sectional crisis, and of race in antebellum America. The course then
reviews the Civil War through the eyes of the black soldiers who fought in it, and
of the black activists who helped transform the conflict to a war against slavery.
Addresses the difficult and complicated issue of Reconstruction. (Same as
Africans Studies 16.)
History 17c,d. The Cuban Revolution. Fall 1997. Mr. Wells.
The Cuban Revolution recently celebrated its thirtieth anniversary. This
seminal oilers a retrospective o\' a revolution entering "middle age" and its
prospects lor the future. Topics include U.S. -Cuban relations, economic and
social justice versus political liberty, gender and race relations, and literature and
film in a socialist society.
History 19c,d. Contemporary Arj»entinu. Spring 1997. Mk. Wells.
Examines modern Argentine society. Texts, novels, and films will help
unravel Argentine history and its culture. Topics to be examined include the
image ol tnegaucho; the impact of immigration; Peronism;the Dirty War; and the
elu&ive Struggle for democracy, development, and social justice.
First- Year Seminars 115
History 21c. Players and Spectators: History, Culture, and Sports. Fall 1996.
Ms. Tananbaum.
Focuses on topics in the history of sports in Europe and America, exploring the
changing cultural role of sports and the implications of race, gender, and class for
players and spectators.
History 23c,d. The First Emperor of China. Spring 1997. Mr. Smith.
In 222 b.c.e. the First Emperor ended 300 years of civil war to found a Chinese
empire that was to last until the early years of this century. How could this have
occurred? We examine art, archaeology, literature, politics, and philosophy to
create a complex historical portrait of this momentous development. (Same as
Asian Studies 23.)
Music 10c. The Musicals of Rodgers and Hammerstein. Spring 1997.
Mr. McCalla.
A study of some of the central achievements of American musical theater, the
musicals of Richard Rodgers and Oscar Hammerstein II from Oklahoma! (1943)
through The Sound of Music (1959). Besides musical and dramatic questions, the
class will be concerned with issues of American identity; cultural interaction; and
realism vs. idealism on one hand, and sentimentality on the other, as these arise
in the various shows. No previous knowledge of music is required.
Philosophy lie. Free Will. Spring 1998. Mr. Corish.
Are our actions free, or at least partly free; or are they wholly caused, or
determined, in some sense that makes the notion of freedom inappropriate in
descriptions of actions? Are we really responsible agents, as our tradition tells us
we are? Readings in contemporary and older materials are used as the basis for
the seminar discussions.
Philosophy 13c. The Souls of Animals. Fall 1996. Mr. Stuart.
Do animals have souls? Do they have thoughts and beliefs? Do they feel pain?
Are animals deserving of the same moral consideration as human beings? Or do
they have any moral status at all? Readings from historical and contemporary
.sources.
Philosophy 16c. Moral Problems. Fall 1997. Mr. Sehon.
We examine a number of contemporary moral issues, including freedom of
speech, economic justice, gender and racial equality, affirmative action, abortion,
animal rights, and the environment. Along the way, we investigate various
questions about the nature of moral theory itself: Are there objective moral truths?
Is moral relativism correct? Can we legislate morality?
Philosophy 17c. Philosophy, Poetry, and Science. Spring 1997. Mr. Corish.
Discusses the nature of each of the three subjects and their relations with each
other. We consider the subjects first in a historical setting, the Greek, and take
Plato as our primary focus. Then we move on to the modern and contemporary
worlds. Readings are drawn from both ancient and modern authors.
1 16 Courses of Instruction
Philosophy 19c. Hellenistic Philosophy. Fall 1997. Mr. Stuart.
The Hellenistic era spans the three centuries following Aristotle's death. In
this era. three major schools — Stoicism, Epicurianism, and Skepticism — each
aim at developing a philosophical system that will provide guidance in a
complicated, frightening world. The results are of enduring interest because the
world remains a complicated and frightening place.
Physics 15a. Science Fiction, Science Fact. Spring 1997. Ms. Msall.
Could we travel to the stars? Live forever? Fuse consciousness with a
computer? Where does speculative fiction depart from reasonable projection of
known science? The seminar explores the technical plausibility of the scenarios
of popular science fiction and their underlying assumptions about our relationship
to technology.
Religion 10c. Adam and Eve and the Moral of the Story. Spring 1997.
Ms. Makarushka.
A study of the significance of the myth of origin and fall in Genesis for Western
religious self-understanding. Comparison with myths of origin from other cul-
tures. Analysis of the dominant interpretations of Genesis and their implications
with regard to power and gender. Exploration of literary texts, films, and artworks
that retell the Genesis myth. Reflections on the "moral of the story" as an
expression of a culture's normative values.
Religion 12c,d. Religions of India in Contemporary Literature. Spring 1998.
Mr. Holt.
An introduction to the religious cultures of Hindus and Buddhists in South
Asia and how these cultures have been represented, imagined, and interpreted by
modern European, American, and Indian writers of fiction. Frequent essays.
(Same as Asian Studies 12.)
Russian 20c. The Great Soviet Experiment through Film. Every other fall.
Fall 1996. Ms. Knox-Voina.
An interdisciplinary introduction to Russian culture during the time of the
"Great Soviet Experiment." Focuses on films of the 1920s, the 1960s, and
glasnost', times of avant-garde experiments. Art, architecture, theater, and
literature are also examined. Themes include the building of a new society and the
birth of the "new man" and "new woman"; eternal revolution; faith in science and
technology; the problem of individual freedom in a collective society; laughter as
a form <>l revolt; the "thaw" alter Stalin's death; and the demise of the Soviet
Union in 1991. Readings include the short novels Love of Worker Bee, We, and
One Day in the Life oflvOli Denisovich, the play Bed Bug, and essays on film and
culture. Weekly viewing of slides and Russian films. No knowledge of Russian
required.
Sociology I01>,d. Racism. Spring 1997. Mr. PARTRIDGE.
Examines issues of racism in the United Stales, with attention to the social
psychology Oi racism, its history, its relationship to social structure, and its ethical
and moral implications. (Same as Africana Studies 10.)
First- Year Seminars 1 1 7
Sociology lib. The Sociology of Everyday Life. Fall 1996. Mr. Henson.
Explores the patterns of everyday life and the ways in which those patterns are
recreated (socially constructed) through social activities and interaction. The
course is organized around three major substantive areas: Interpersonal commu-
nication, personal relationships, and community. Issues of gender and gender
inequalities are central to the course.
Sociology 12b. Constructing Social Problems. Spring 1998. Ms. De Andrade.
Examines a variety of social "problems" in contemporary American society,
including child abuse, immigration, missing children, drugs, and AIDS. Empha-
sizes the processes by which social conditions come to be defined as social
problems, and considers the implications of these definitions for the development
of societal responses or social policy. Analyzes the roles of social institutions such
as family, education, and health/medicine in the construction of social "prob-
lems" in popular culture, with a focus on issues of race, class, and gender.
Sociology 15b. Juggling Gender. Fall 1996. Ms. Cohn.
Considers how individuals negotiate between socially constructed gender
ideals and their personal identities. Topics include the conceptualization of
gender, messages about gender in popular culture, how women and men juggle
work and family life, and how sexual feelings and identities relate to the
negotiation of gender. Course activities include reading monographs, viewing
films, and analyzing works from popular culture.
(Same as Women's Studies 15.)
Sociology 16b. Sociology of Gender and the Military. Fall 1997. Ms. Cohn.
An introduction to the nature of the military as an institution, and the complex
ways in which gender has been central to its functioning. Considers the multiple
ideals of masculinity constructed and mobilized in the military, and the complex
interaction between the changing conceptions of gender that have arisen from
recent social movements. Emphasizes contemporary debates on women in
combat and gays and lesbians in the military. (Same as Women's Studies 16.)
Note: This course is offered as part of the curriculum in gay and lesbian studies.
Women's Studies 15b. Juggling Gender. Fall 1996. Ms. Cohn.
(Same as Sociology 15.)
Women's Studies 16b. Sociology of Gender and the Military. Fall 1997. Ms.
Cohn.
(Same as Sociology 16.)
1 1 8 Courses of hist ruction
Geology
Professor Associate Professors
Arthur M. Hussey II Edward P. Laine
Peter D. Lea. Chair
Requirements for the Major in Geology
The major consists of the following core courses: Geology 101, 102, 200, 202,
and 241; and no fewer than four courses from the following electives: Geology
221, 222, 250, 262, 265, 270, and 278. Geology 100 ordinarily will not count
toward the major except as approved individually by the department for excep-
tional circumstances. Majors are advised that Chemistry 109, Physics 103, and
Mathematics 171, or their equivalents are required by most graduate programs
in geology.
Because many upper-level courses are offered only in alternate years, students
interested in majoring in geology should consult with the chair of the department
as soon as possible to discuss their program.
Interdisciplinary Majors
The department participates in formal interdisciplinary programs in geology and
physics and in geology and chemistry. See page 146.
Requirements for the Minor in Geology
The minor consists of two courses chosen from Geology 100, 101, and 102,
and two courses chosen from Geology 200, 202, 221, 222, 241, 250, 262, 265,
270, and 278.
Introductory, Intermediate, and Advanced Courses
100a. Introduction to Environmental Geology. Every fall. Mr. Laine and
Mr. Lea.
An introduction to aspects of geology that affect the environment and land use.
Topics include floods and surface-water quality, ground-water contamination,
and coastal erosion. Weekly labs and field trips emphasize local examples: Maine
rivers, lakes, and coast.
Enrollment limited to 35 students. Not open to students who have taken
Geology 101.
101a. Introduction to Physical Geology. Every semester. Fall 1996.
Mk. Hi ssi v and Mr. I.i a. Spring 1997. Mk. I -i a.
The composition and Structure Of the earth and the processes that shape the
Surface Ol the earth, field and indoor laboratory studies include the recognition
Ol common rocks and minerals, the interpretation and use of topographic and
geologic maps, and dynamics of processes that shape OUT landscape. Three
lectures and one three hour lah per week. No previous experience in science
courses is assumed.
Geology 119
102a. Introduction to Historical Geology. Every spring. Mr. Hussey.
The interpretation of geologic history from the rock record and a review of the
evolution of the earth and its inhabitants. Laboratory work includes the recogni-
tion of fossils and their modes of preservation, interpretation of geologic maps,
and the geologic history of the principal tectonic belts of North America. Three
hours of lecture, one three-hour lab per week, and a weekend field trip.
Prerequisite: Geology 101 or permission of the instructor.
200a. Geological Field Methods. Every fall. The Department.
An introduction to geological field techniques, designed to teach students how
to solve geological problems by collecting and analyzing data in the local field
environment. Topics include geological mapping, sub-bottom profiling of local
bays or lakes, and investigation of the relationship between landforms and surface
processes. Includes several weekend field trips.
Prerequisite: Geology 100 or 101, or permission of the Department.
202a. Mineralogy. Every spring. Mr. Hussey.
Elementary crystallography, crystal chemistry, structure, and optical proper-
ties of minerals; mineral associations and genesis. Laboratory exercises empha-
size hand-specimen identification of major rock-forming minerals and ore
minerals, and the use of the petrographic microscope for examination and
identification of minerals in thin section and oil immersions. Three hours of
lecture and one three-hour lab per week.
Prerequisite: Geology 101 or permission of the instructor.
221a. Sedimentology. Fall 1997. Fall 1999. Mr. Lea.
An examination of sedimentary processes and the composition of sedimentary
rocks. Process-related topics include the behavior of sediment-moving fluids,
dynamics of sediment transport and deposition, and interpretation of depositional
processes from sedimentary structure and texture. Petrologic topics include
identification of sediments in hand specimen and thin section, and diagenesis of
sedimentary rocks. Weekly lab includes local field trips.
- Prerequisites: Geology 101 or permission of the instructor.
222a. Stratigraphy and Depositional Systems. Spring 1998. Spring 2000.
Mr. Lea.
Survey of the earth's depositional systems, both continental and marine, with
emphasis on interpretation of sedimentary environment from sedimentary struc-
tures and facies relationships; stratigraphic techniques for interpreting earth
history; and introduction to subsurface analysis of sedimentary basins.
Prerequisite: Geology 101 or permission of the instructor.
241a. Structural Geology. Fall 1996. Fall 1998. Mr. Hussey.
The primary and secondary structures of rocks, and the interpretation of crustal
deformation from these features. Laboratory work includes strain analysis, field
techniques, structural interpretation of geologic maps, construction of cross
sections, and the use of stereographic projections and orthographic constructions
120 Courses of Instruction
in the solution of structural problems and data presentation. Three hours of lecture
and one three-hour lab per week. Frequent field trips during lab periods and
weekends.
Prerequisite: Geology 101 or permission of the instructor.
250a. Marine Geology and Tectonics. Spring 1997. Spring 1999. Mr. Laine.
The geological and geophysical bases of the plate tectonics model. The
influence of plate tectonics on major events in oceanographic and climatic
evolution. Deep-sea sedimentary processes in the modern and ancient ocean as
revealed through sampling and remote sensing. Focus in the laboratory on the
interpretation of seismic reflection profiles from both the deep ocean and local
coastal waters. Three hours of lecture and one three-hour lab per week.
Prerequisite: Geology 101 or permission of the instructor.
262a. Igneous and Metamorphic Petrology. Fall 1997. Fall 1999. Mr. Hussey.
The classification, description, and genesis of the common igneous and
metamorphic rock types. Laboratory work is devoted to the identification of rocks
in hand specimen and examination of thin sections with the use of the polarizing
microscope. Three hours of lecture and one three-hour lab per week. Weekend
field trip during April.
Prerequisite: Geology 202.
265a. Geophysics. Spring 1998. Spring 2000. Mr. Laine.
An introduction to interpretation methods in geophysics. Topics include
seismic reflection and refraction methods, gravity and magnetic modeling, and
electrical and thermal prospecting. Specific applications of each of these methods
are drawn from the fields of marine geophysics, regional geology, hydrology, and
environmental geology. Students should expect to spend several full Saturdays in
the field making geophysical observations.
Prerequisites: Physics 103, Mathematics 161, and one of the following —
Geology 101, Physics 223, or Physics 227.
270a. Surface Processes and Landforms. Fall 1996. Fall 1998. Mr. Lea.
Survey of the processes that shape the earth's landscapes, including streams,
waves, wind, and glaciers. Equilibrium versus non-equilibrium landforms. pro-
cess rates and sensitivity to change, and influence of climate and tectonisin on
landforms. Weekly lab emphasizes local field trips.
Prerequisite: Geology 100 or 101 or permission of the instructor.
278a. Quaternary Environments. Spring 1997. Spring 1999. Mr. Lea.
The Quaternary period— the last 1.6 million years — has witnessed cyclic
glaciation and climatic change and the development of modem landscapes ami
ecosystems. This course examines methods of Quaternary climatic reconstruc-
tion, the geologic record ol 'Quaternary environmental change, anil implications
I or i he earth's future. Topics include Quaternary glacial systems: climatic records
of ocean seilimeiils and glacier ice; response ol plant and animal communities to
environmental change; and theories of climatic change. Labs and field trips
emphasize local records of Quaternary environmental change.
Prerequisite: Geology 100 or 101 or permission of the instructor.
291a-294a. Intermediate Independent Study. The Department.
401a-404a. Advanced Independent Study and Honors. The Department.
German
Professors Teaching Fellow
Helen L. Cafferty, Chair A. Nicole Stahlmann
Steven R. Cerf
James L. Hodge
Requirements for the Major in German
The major consists of seven courses, of which one may be chosen from 51, 52 and
the others from 205-402. Prospective majors, including those who begin with
first- or second-year German at Bowdoin, may arrange an accelerated program,
usually including study abroad. Majors are encouraged to consider one of a
number of study-abroad programs with different calendars and formats.
Requirements for the Minor in German
The minor consists of German 102 or equivalent, plus any four courses, of which
two must be in the language (203-398).
Introductory, Intermediate, and Advanced Courses
51c. German Literature and Culture in English Translation. Every fall.
Enrollment limited to 50 students. This course may be repeated for credit with
the contents changed.
The Literary Imagination and the Holocaust. Fall 1996. Mr.
Cerf.
An examination of the literary treatment of the Holocaust, a period
between 1933 and 1945, during which 1 1 million innocent people
were systematically murdered by the Nazis. Four different literary
genres are examined: the diary and memoir, drama, poetry, and the
novel. Three basic sets of questions are raised by the course: How
could such slaughter take place in the twentieth century? To what
extent is literature capable of evoking this period and what different
aspects of the Holocaust are stressed by the different genres? What
can our study of the Holocaust teach us with regard to contemporary
issues surrounding totalitarianism and racism?
52c. Myth and Heroic Epic of Europe. Spring 1997. Mr. Hodge.
Myths, legends, sagas, and other folk literature of the Germanic, Celtic, Slavic,
and Finno-Ugric traditions, e.g., the prose and poetic Eddas, Song of the
Volsungs, Beowulf, Lay of the Nibelungs, the Mabinogion, the Cycle of Finn, the
Cycle of Ulster, Marko the Prince, and the Kalevala. Where possible and
desirable, comparisons may be drawn with other mythologies; mythological and
legendary material may be supplemented by relevant folkloric, Arthurian, and
semihistorical literature. Taught in English, Enrollment limited to 50 students.
122 Courses of Instruction
101c. Elementary German I. Every fall. Fall 1996. Mr. Hodge.
German 101 is the first language course in German and is open to all students
without prerequisite. Three hours per week of training in grammar, speaking,
composition, and reading. One hour of conversation/drill with teaching assistant
or teaching fellow. Language laboratory also available. The course requires
regular quizzes and a final examination.
102c. Elementary German II. Every spring. Spring 1997. Ms. Cafferty.
Continuation of German 101. Three hours per week of training in grammar,
speaking, composition, and reading. One hour of conversation/drill with teaching
assistant or teaching fellow. Language laboratory also available. The course
requires regular quizzes and a final examination.
Prerequisite: German 101 or equivalent.
203c. Intermediate German I. Every fall. Fall 1996. Ms. Cafferty.
Three hours per week of reading, speaking, composition, and review of
grammar. One hour of conversation/drill with teaching assistant or teaching
fellow. Language laboratory also available.
Prerequisite: German 102 or equivalent.
204c. Intermediate German II. Every spring. Spring 1997. Mr. Cerf.
Continuation of German 203. Three hours per week of reading, speaking,
composition, and review of grammar. One hour of conversation/drill with
teaching assistant or teaching fellow. Language laboratory also available.
Prerequisite: German 203 or equivalent.
205c. Advanced German. Every year. Fall 1996. Mr. Cerf.
Designed to introduce aspects of German culture while increasing oral
fluency, writing skills, and comprehension.
Prerequisite: German 204 or equivalent.
308c. Introduction to German Literature. Every year. Spring 1997.
Mr. Hodge.
Introduction to methods of interpretation and critical analysis of works of
German literature by genre: e.g., prose fiction, expository prose, lyric poetry,
drama, opera, film, etc. Develops students' sensitivity to literary structures and
techniques and introduces terminology for describing and analyzing texts.
Prerequisite: German 204 or equivalent.
313c. The Development of Literary Classicism. 1 all L997. Tin DEPARTMENT.
Begins with the reaction against the Age of Reason and continues into the later
works of Goethe and Schiller.
Prerequisite: German 204 or equivalent.
314c. The Romantic Movement. Spring 1998. I'm DepARTMI NT.
Its literary philosophy, several schools of thought, and preferred genres,
including consideration of such representative oi influential figures as Tieck, W.
and I'. Schlegel, Kleist, Arnim. Hrentano, Chamisso. LiehendorlT, E. T. A.
Hoffmann, and Schopenhauer.
Prerequisite: German 204 or equivalent.
German 123
315c. Literature of the Nineteenth and Twentieth Centuries I. Fall 1996.
Mr. Hodge.
German literature from approximately 1 830 to 1945. Such authors as Hebbel,
Storm, Meyer, Keller, Hauptmann, Hofmannsthal, Mann, Kafka, and Brecht are
included.
Prerequisite: German 204 or equivalent.
316c. Literature of the Nineteenth and Twentieth Centuries II. Spring 1997.
Mr. Cerf.
Continuation of German 315. German literature from approximately 1830 to
1945. Such authors as Hebbel, Storm, Meyer, Keller, Hauptmann, Hofmannsthal,
Mann, Kafka, and Brecht are included.
Prerequisite: German 204 or equivalent.
317c. German Literature since 1945. Fall 1996. Ms. Cafferty.
Representative postwar authors from Germany, Austria, and Switzerland.
Prerequisite: German 204 or equivalent.
319c. The Short Prose Form. Fall 1997. The Department.
Unique theory, form, and content of the German Novelle as it has developed
from Goethe to the present.
Prerequisite: German 204 or equivalent.
398c. Seminar in Aspects of German Literature and Culture. Every spring.
The Department.
Work in a specific area of German literature not covered in other departmental
courses, e.g., individual authors, literary movements, genres, cultural influences,
and literary-historical periods. This course may be repeated for credit with the
contents changed.
Prerequisite: German 204 or equivalent.
East German Literature and Culture. Spring 1 997. Ms. Cafferty.
Examines the literature and literary culture unique to the German
Democratic Republic, with attention to the cultural politics of
German unification. Among areas covered are the political and
historical context, socialist tradition in the arts, Kulturpolitik and
censorship, socialist realism, interpretations of myth and history as
socialist struggle (Sisyphys, Icarus, the Spanish Civil War, Thomas
Miinzer), socialist tragedy, the individual versus the collective, the
evolving role of literature in GDR society, the debate on the role of
the artist in East Germany, conformity versus resistance, Utopian
socialism versus realexistierender Sozialismus. Authors include
Brecht, Seghers, Biermann, Plenzdorf, Miiller, Wolf, Braun, and
others.
291c-294c. Intermediate Independent Study. The Department.
401c^404c. Advanced Independent Study and Honors. The Department.
124 Courses of Instruction
Government and Legal Studies
Professors Associate Professors Senior Lecturer
Charles R. Beitz Janet M. Martint Kent John Chabotar
Richard E. Morgan Marcia A. Weigle Adjunct Lecturer
Christian P. Potholm** Paul N. Franco Richard A. Wiley
Allen L. Springer Assistant Professor
Jean M. Yarbrough. Chair John M. Owen
\ Isiting Tollman Professor Visiting Assistant Professor
William E. Leuchtenburg Deborah Guber
Requirements for the Major in Government and Legal Studies
Courses within the department are divided into four fields:
American government: Government 105, 1 1 1, 1 12, 200, 201, 202, 203, 204, 205,
206, 209, 210-211, 215, 250, 255, 270, 301, 302, 304, 305, and 341;
Comparative politics: Government 102, 104, 107, 223, 224, 225, 226, 227, 230,
235, 268, 275, 280, 281, 285, 320, 321, 360, and 362;
Political theory: Government 106, 108, 240, 241, 244, 245, 250, 255, 341, 342,
344, and 345; and
International relations: Government 103, 1 10, 160, 226, 227, 235, 260, 261, 270,
271, 275, 280, 282, 283, 284, 285, 286, 287, 302, 361, 362, 363, and 364.
Every major is expected to complete an area of concentration in one of these
fields.
The major consists of one Level A course and seven Level B and/or Level C
courses, distributed as follows:
1 . A field of concentration, selected from the above list, in which at least three
Level B and/or Level C courses are taken.
2. At least one Level A or Level B course in each of three fields outside the field
of concentration.
3. Students seeking to graduate with honors in government and legal studies
must petition the department. Interested students should contact the honors
director for specific details. Students must prepare an honors paper, which is
normally the product of two semesters of independent study work, and have that
paper approved by the department. One semester of independent study work may
be counted toward the eight-course departmental requirement and the three-
course field concentration.
Requirements for the Minor in Government and Legal Studies
A minor in government and legal Studies will consist of one Level A course and
four Level B or C courses from three of the departmental subfields.
Government and Legal Studies 1 25
LEVEL A COURSES
Introductory Seminars
All introductory seminars are designed to provide an introduction to a particular
aspect of government and legal studies. Students are encouraged to analyze and
discuss important political concepts and issues, while developing research and
writing skills.
Enrollment is limited to 20 students in each seminar. First-year students are
given first priority; sophomores are given second priority. If there are any
remaining places, juniors and seniors may be admitted with the permission of the
instructor.
103b. The Pursuit of Peace. Fall 1996. Mr. Springer.
Examines different strategies for preventing and controlling armed conflict in
international society, and emphasizes the role of diplomacy, international law,
and international organizations in the peace-making process.
104b. Introduction to Comparative Politics. Spring 1997. Ms. Weigle.
A rigorous introduction to comparative politics through an examination of
state-society relations, political linkages (parties, interest groups, social move-
ments), and political culture. The class is based on an analysis of three sets of
countries — liberal democracies (Europe), communist/post-communist systems
(U.S.S.R./Russia), authoritarian regimes (Latin America and Africa) — and is
designed to develop skills in comparative political analysis.
[105b. American Politics: Representation, Participation, and Power.]
[106b. Fundamental Questions: Exercises in Political Theory.]
[107b. Democracy and the Good Life.]
108b. Liberty Ancient and Modern. Fall 1996. Mr. Franco.
An introduction to political philosophy, focusing on the fundamental contrast
between the classical and modern horizons. After considering the treatment of
liberty and democracy by ancient authors, the course examines the foundations
of modern liberal democracy and its career in the United States. Authors include
Thucydides, Plato, Aristotle, Locke, Jefferson, the Federalists, and Tocqueville.
[109b. Sources and Types of Conflict in International Society.]
[110b. Patterns and Trends in International Conflict.]
111b. Understanding Maine Politics. Fall 1996. Mr. Potholm.
A look at politics in the State of Maine since World War II. Subjects covered
include the dynamics of Republican and Democratic rivalries and the efficacy of
the Independent voter, the rise of the Green and Reform parties, the growing
importance of ballot measure initiatives, and the interaction of ethnicity and
politics in the Pine Tree state.
1 26 Courses of Instruction
112b. Environmental Politics and Policy. Fall 1996. Ms. Guber.
An introduction to environmental politics and policy-making in the United
States, focusing on the role of national political actors and institutions. The
importance of science and scientific uncertainty in shaping government decisions
regarding the use of scarce natural resources will also be discussed. Case studies
include national parks, endangered species, and pesticide management.
Introductory Lectures
150b. Introduction to American Government. Fall 1996. Mr. Morgan.
Traces the development of constitutional government in America with special
reference to the tensions between the key principles of liberty, equality, and self
government. The emphasis will be on how, both yesterday and today, Americans
convert their political conflicts into conflicts over constitutional forms, and seek
to force institutional change. The course moves from a consideration of American
"first principles" to a consideration of the divisive political issues of our time in
light of these principles.
160b. Introduction to International Relations. Spring 1997. Mr. Owen.
Identifies and explains patterns of interaction among nation-states. Focuses on
developments since World War II, but many lectures draw on material from other
periods. Such topics as the nature of humankind and the causes of war, revolution-
ary change, and the role of international law and organization are considered.
Enrollment limited to 75 students.
LEVEL B COURSES
Level B courses are designed generally for students with a previous background
in government and legal studies. We recommend that a student have taken a Level
A course. First-year students who have not taken a Level A course require
permission of the instructor. Course requirements will vary, but most courses at
this level adopt a lecture format. All Level B courses are limited to 50 students.
201b. Law and Society. Spring 1997. Mr. Morgan.
An examination of the American criminal justice system. Although primary
locus is on the constitutional requirements bearing on criminal justice, attention
is paid to conflicting strategies on crime control, to police and prison reform, and
to the philosophical underpinnings of the criminal law.
Prerequisite: Junior standing.
[202b. The American Presidency.)
203b. American Political Parties and Elections. Fall 1996. Ms. Gum k.
Examines U.S. elections and political parties. Topics to be discussed include
electoral realignments throughout history, voting for President and Congress.
party competition, voter turnout, incumbency advantage, and the electoral
foundations Ol divided party control of government.
Government and Legal Studies 1 27
[204b. Congress and the Policy Process.]
206b. Colloquium on the Presidency and American Society, 1930 to the
Present. Fall 1996. Mr. Leuchtenburg.
Focuses on assessments of U. S. presidents from Franklin D. Roosevelt to Bill
Clinton. A substantial amount of reading is assigned, and students are expected
to participate actively each week in discussion. Enrollment is limited to 22
students. (Same as History 232.)
Prerequisite: Permission of the instructor.
209b. Public Opinion and Voting Behavior. Spring 1997. Ms. Guber.
An examination of public opinion and mass political behavior in the United
States. Among the topics explored are the processes by which people develop
their political attitudes and beliefs, the quality of public opinion, the interplay
between mass attitudes and public policy, and the motivations that underlie
political participation and electoral choice.
210b. Constitutional Law I. Fall 1996. Mr. Morgan.
The first semester deals with the development of American constitutionalism,
the power of judicial review, federalism, and separation of powers.
Prerequisite: Junior or senior standing. For classes after 2000, Government
150 or 250.
211b. Constitutional Law II: Civil Rights and Liberties. Every spring.
Mr. Morgan.
The second semester deals with questions arising under the First and Four-
teenth Amendments.
Prerequisite: Government 210.
215b. Public Policy and Administration. Spring 1997. Mr. Chabotar.
An introduction to governmental and nonprofit decision making, with empha-
sis on strategic planning, fiscal and personnel administration, issues of public
interest and merit system, and responses to bureaucratic, political, and economic
pressures. Focus on policy making in education, criminal justice, and the arts.
223b,d. African Politics. Fall 1996. Mr. Potholm.
An examination of the underlying political realities of modern Africa. Empha-
sis on the sociological, economic, historical, and political phenomena that affect
the course of politics on the continent. While no attempt is made to cover each
specific country, several broad topics, such as hierarchical and polyarchical forms
of decision-making, are examined in depth. A panel discussion with African
students and scholars usually is held at the end of the course. (Same as Africana
Studies 223.)
224b. West European Politics. Fall 1997. Ms. Weigle.
An examination of West European domestic politics, focusing on Britain,
France, Germany, Sweden, Switzerland, Italy, and/or Spain. We take both an area
studies approach, examining each country as a unique case study, and a function-
alist approach, comparing political party systems, public policies, and European
social and political movements. The European Union is covered in a separate
course and is not a part of this course.
1 2s Courses oj Instruction
225b. I he Politics of the European Union. Fall 1996. Ms. Wi m i .
Since 1958, the countries of Western Europe have been at tempting to carry out
,i process of political, social, and economic integration under the auspices of first
the European Community (1958-1991) and. after the Maastrict Treats, the
European Union ( 1 992r-present). The course exammes me rjrocesses of European
integration from 1958 to the present in three venues: integration theory (the
transition from national to all-European policies); political institutions (the
European Commission, the European Parliament, the European Court of Justice,
the Council of Ministers); the European Union policies (the all-European welfare
state, the legal order, expansion to include the new Central European liberal
democracies). Students complete a research paper and use it as the basis for
participation in the Model-EU role-playing session at the end of the semester.
|226b,d. Middle East Politics.]
230b. Post-Communist Russian Politics. Fall 1996. Ms. Wi km
The first half of the course examines theories of post-communist transitions,
the roots of contemporary Russian politics in Gorbachev's Soviet Union, ami the
explosive transition from the communist to the post-communist system. In the
second half, we analyze the mechanisms of political change in current Russian
politics and ask if liberal democracy or authoritarianism will take root in the ashes
of the Soviet system.
240b. Classical Political Philosophy. Fall 1996. Ms YARBROl oh.
Examines the answers of Greek and Roman political philosophers, as well as
medieval theologians, to the most pressing human questions: What is the best wa\
to live? What is the relationship of the individual to the political community?
What is justice, and how important a virtue is it'.' Can we rely on human reason
to give answers to these questions, or are the answers to our central human
concerns ultimate!) dependent upon revelation and faith'.' If so. what are the
political consequences?
241b. Modern Political Philosophy. Spring 1997. Mk. FraN< 0.
A surve\ ol modern political philosophy from Machiavclh to Hegel. Exam-
ines the overthrow ol the classical hori/on, the movement of human will and
freedom to the center of political thought, the idea ofthe social contract, the origin
and meaning ol rights, the relationship between freedom and equality, the role ol
democracy, and the replacement ol nature b) historj as the source of human
meaning. Authors include Machia\elh. Ilobhes. I.ocke. Hume. Rousseau. Kant.
and Hegel.
244b. Liberalism and Its ( ritics. I all 1996. Mk. Ik \\< <>.
\n examination <>i liberal democratic doctrine A\n\ ol religious, cultural, ami
radical criticisms ol n in the nineteenth century. Authors include Burke.
rccque\ ille, Mill. Marx, ami Nietzsche.
Government and Legal Studies 1 29
245b. Contemporary Political Philosophy. Spring 1997. Mr. Franco.
A survey of political philosophy in Europe and the United States since 1945.
Examines a broad array of topics, including the revival of political philosophy,
relativism, rationalism, contemporary liberal theory, communitarianism, conser-
vatism, feminism, and postmodernism. Authors may include Strauss, Arendt,
Oakeshott, Hayek, Rawls, Sandel, Taylor, Walzer, Habermas, and Foucault.
250b. American Political Thought. Spring 1997. Ms. Yarbrough.
Examines the political thought of American statesmen and writers from the
Founding to the twentieth century. Readings include the Federalist Papers, the
writings of Thomas Jefferson, the Anti-federalists, Tocqueville, Thoreau, Calhoun,
Lincoln, Frederick Douglass, W. E. B. Du Bois, Booker T. Washington, Martin
Luther King, and others.
255b. Approaches to Political Science: Quantitative Analysis in Political
Science. Spring 1997. Ms. Guber.
Considers the use of statistical evidence in the study of politics. Students learn
about the techniques of quantitative evidence and research design — including
descriptive statistics, causal inference, hypothesis testing, and linear and multiple
regression. These tools are applied to a variety of political subjects, including
electoral analysis, political economy, public opinion, and polling. The purpose is
to develop good judgment when evaluating statistical studies done in political
science.
260b. International Law. Fall 1996. Mr. Springer.
The modern state system, the role of law in its operation, the principles and
practices that have developed, and the problems involved in their application.
261b. International Organization. Spring 1997. Mr. Springer.
The development of international institutions, including the United Nations
and the European Community.
270b. American Foreign Policy: Its Formulation and the Forces Determin-
ing Its Direction. Spring 1997. Mr. Springer.
The major theories concerning the sources and conduct of American foreign
policy since World War II. Emphasizes the interrelationship of political, social.
and economic forces that shape U.S. diplomacy.
275b. Advanced International Politics: Theories of Peace and Power. 1 all
1996. Mr. Owen.
Explores theories as guides to understanding international relations past,
present, and future. Questions include: What are the essential differences between
politics among nations and politics within nations? Do nations always relate to
one another mainly in terms of power, or do culture, economies, ideas, and
institutions matter? What is the significance of non-state entities such as the
United Nations, multinational corporations, and religions organizations?
[283b. International Environmental Law and Organization.]
130 Courses of Instruction
285b. European and Russian Foreign Policies in the Post-Cold War Era.
Fall 1997. Ms. Weigle.
The end of the Cold War with the collapse of the Soviet Union in 1991 has
completely altered the shape of international relations and geopolitical processes
all across the globe. This course examines the struggle by the countries of Western
Europe, Eastern and Central Europe, and Russia to reshape a new world order
through emerging foreign policies. Our goal is to understand the domestic and
national interests that drive emerging foreign policies in Germany, Britain,
France, Poland, Hungary, the Czech Republic, Yugoslavia, the Baltics, and
Russia, and to understand the resulting impact on the future structure of interna-
tional relations.
[286b. International Relations in East Asia.]
287b. Nationalism in World Politics. Fall 1996. Mr. Owen.
Even as technology seems to be drawing the peoples of the world together,
nationalism is moving them apart. Nascent nations seem to be appearing every-
where and demanding statehood. This course examines the historical origins of
nations and nationalism, why so many nations are hostile to cosmopolitanism, the
relationship between nationalism and democracy, the rise of state sovereignty,
and the importance of these issues for international relations today.
291b-294b. Intermediate Independent Study. The Department.
LEVEL C COURSES
Level C courses provide seniors (and juniors, with the permission of the
instructor) an opportunity to do advanced work within their fields of concentra-
tion. This may be done in the context of a seminar or through independent study
with a member of the department, or through the honors seminar.
302b. Advanced Seminar in Law and National Security. Fall 1996. Mr.
Wiley.
Defines "national security" — defense or military, economic, technological,
environmental, and immigration control. Examines law of separation of powers,
war (declared, undeclared, and covert), internal security (emergency powers and
intelligence agency activities), access to information (Freedom of Information
Act and restraints on publication), international economic activity controls, and
technology transfer restrictions. Considers roles of state and local government .
law and regulation.
[304b. Advanced Seminar in American Politics: Presidential-Congressional
Relations.]
305b. The United States Supreme Court from the 1930s to the Present.
I all 1996. MR. I.M . III! Mil IRQ.
The course gives students an opportunity to write research papers based on
original sources, including cases and law journal articles, on topics in the history
ol the Supreme Court from the Chief J ust iceship of Charles Evans Hughes to that
of William Rehnquist Bnrollmenl is limited to 12 students. (Same as History
330.)
Prerequisite: Permission Of the instructor.
History
131
320b. Politics and Anti-politics in East Central Europe. Every spring. Spring
1997. Ms. Weigle.
Senior seminar on political and social development in East Central Europe
from 1 9 1 8, the birth of independent statehood, to the present, after the states broke
free of communist rule to rebuild themselves on the foundations of national
culture. Novels and films complement political science literature and primary
source documents.
341b. Advanced Seminar in Political Theory: Jeffersonian Legacies.
Spring 1997. Ms. Yarbrough.
[345b. Advanced Seminar in Political Theory: The Political Philosophy of
German Idealism — Kant to Hegel.]
361b. Advanced Seminar in International Relations: Conflict Simulation
and Conflict Resolution. Spring 1998. Mr. Potholm.
364b. Ethics and International Relations. Spring 1997. Mr. Owen.
Is international relations wholly a realm of power and necessity, or does
morality have a place? Topics include realism and idealism, just war and pacifism,
human rights, sovereignty and foreign intervention, distribution of wealth,
refugees, and ecological issues.
370b. Advanced Seminar in Public Policy and Administration: Fiscal Ad-
ministration. Spring 1998. Mr. Chabotar.
Prerequisite: Government 215.
401b-404b. Advanced Independent Study and Honors. The Department.
History
Professors
Daniel Levinet
' Paul L. Nyhus
Allen Wells, Chair
Visiting Tollman Professor
William E. Leuchtenburg
Associate Professors Visiting Assistant Professors
John M. Karl
Sarah F. McMahon
Kidder Smith
Randolph Stakeman
Assistant Professors
Patrick J. Rael
Susan L. Tananbaum
David A. Graff
Sree Padma
Visiting Instructor
Peter Laipson
Requirements for the Major in History
The departmental offerings are divided into the following fields: Europe (may be
divided into two fields: Europe to 1 7 1 5 and Europe since 1 500), Great Britain, the
United States, Asia, Africa, and Latin America. In meeting the field requirements,
courses in Europe between 1 500 and 1715 may be counted toward early or modern
Europe but not toward both of them. At least one field must be in Asia, Africa, or
Latin America. Students may, with departmental approval, define fields that are
different from those specified above. The program chosen to meet the require-
ments for the major in history must be approved by a departmental advisor.
1 32 Courses of Instruction
The major consists of ten courses, distributed as follows:
1 . A primary field of concentration, selected from the above list, in which four
or more courses are taken. One of the courses must be numbered in the 300s,
selected with departmental approval, in which a research essay is written.
2. Two supplemental fields, in each of which two courses are taken.
3. In addition, each student must take two courses in fields outside history but
related to his or her primary field of concentration. These courses might be taken,
for example, in art history, government, English, any of the language depart-
ments, anthropology, sociology, and classics.
All history majors seeking departmental honors will enroll in at least one
semester of the Honors Seminar (History 451, 452). Its primary requirement is
the research and writing of the honors thesis. In addition, the seminar is to provide
a forum in which the students, together with the faculty, can discuss their work
and the larger historical questions that grow out of it. To be eligible to register for
Honors, a student must have higher than a straight B average in courses taken in
the department.
With departmental approval a student may offer for credit toward the history
major, college-level work in history at other institutions. This work may represent
fields other than those that are available at Bowdoin. A student who anticipates
study away from Bowdoin should discuss with the department, as early in his or
her college career as possible, a plan for the history major that includes work at
Bowdoin and elsewhere.
The first-year seminars listed under History 10-25 are not required for the
major, but such seminars may be counted toward the required ten courses.
Before electing to major in history, a student should have completed or have
in progress at least two college-level courses in history.
History majors are encouraged to develop competence in one or more foreign
languages and to use this competence in their historical reading and research.
Knowledge of a foreign language is particularly important for students planning
graduate work.
Each major must select a departmental advisor. A student should plan, in
consultation with his or her advisor, a program that progresses from introductory
to advanced levels. The courses numbered in the 300s presuppose a reasonable
background understanding. They are open with the consent of the instructor to
history majors and other students, normally juniors and seniors.
Enrollment in history courses numbered 50-289 is limited to 50 students each.
Requirements for the Minor in History
The minor consists of five courses, three to be taken in a field of concentration
chosen from the list specified by the department for a major. The remaining two
are to be in a subsidiary field selected from the same list.
last Asian studies Concentration
Majors in history may elect the Basl Asian studies concentration, which consists
dI the following requirements: lour courses in East Asian history, including at
least one research seminar: two courses in a field of history other than East Asian;
and lour semesters of Chinese or Japanese language.
History 133
Foreign study for students interested in East Asian studies is highly recom-
mended. Established programs in Hong Kong, Taiwan, Japan, and the People's
Republic of China are available. Consult the instructor in East Asian history for
information about various programs.
Course Selection for First- Year Students
Although courses numbered 10-25 and 101-102 are designed as introductory
courses, first-year students may enroll in any courses numbered 201-289.
First- Year Seminars
The following seminars are introductory in nature. They are designed for first-
year students who have little background in history generally or in the period and
area in which the particular topic falls. Enrollment is limited to 1 6 students in each
seminar.
Objectives are (a) to cover the essential information relating to the topic,
together with a reasonable grounding in background information; (b) to illustrate
the manner in which historians (as well as those who approach some of the topics
from the point of view of other disciplines) have dealt with certain significant
questions of historical inquiry; and (c) to train critical and analytical writing skills.
The seminars are based on extensive reading, class discussion, oral reports,
two or three short critical essays, and an examination.
For a full description of the following first-year seminars, see pages 113-115.
10c. History on Film. Fall 1997. Mr. Nyhus.
lie. Women in Britain and America: 1750-1920. Fall 1997. Ms. McMahon.
12c. Utopia: Intentional Communities in America, 1630-1990. Fall 1996.
Ms. McMahon.
14c. Many Americas: Cultural Interaction in the United States, 1607-1920.
Spring 1998. Mr. Rael.
15c. One Hundred Years of Heterosexuality in America. Fall 1996.
Mr. Laipson.
16c. Blue, Gray, and Black: The Civil War and African Americans. Spring
1997. Mr. Rael.
17c,d. The Cuban Revolution. Fall 1997. Mr. Wells.
19c,d. Contemporary Argentina. Spring 1997. Mr. Wells.
21c. Players and Spectators: History, Culture, and Sports. Fall 1996.
Ms. Tananbaum.
23c,d. The First Emperor of China. Spring 1997. Mr. Smith.
(Same as Asian Studies 23.)
134 Courses of Instruction
Introductory, Intermediate, and Advanced Courses
[103c,d. Asian Civilizations.]
105c. Medieval Spain. Every other year. Fall 1997. Mr. Nyhus.
A survey of medieval Spain serving as an introduction to medieval studies.
Reviews the many cultures — Visigothic, Islamic, Jewish, and Christian — that
flourished in medieval Spain and the relations among these cultures.
131c,d. The African-American Autobiography. Fall 1997. Mr. Stakeman.
A survey of African-American thought and experience as it is revealed
through the autobiography, one of the first literary genres developed by African
Americans. (Same as Africana Studies 102.)
200c. Ancient Slavery and Modern Ideology. Fall 1996. Ms. Millender.
Explores the nature of slavery in both archaic and classical Greek society and
republican and imperial Roman society. Through close examination of the
literature, art, and archaeological remains from these periods, this course exam-
ines the processes that led to the exploitation of slave labor in both societies, how
slavery functioned within the ancient economy and in ancient political systems,
whether it had any racial basis, and how it was judged socially, morally, and
philosophically. Comparisons are made between these two slave societies and
later examples, particularly that of the United States before the Civil War, in order
to understand what was unique about slavery in the ancient world. The course also
considers modern historiography on ancient slavery and how this affects our
understanding of slavery in two societies removed both in time and space from the
modern world. (Same as Classics 228.)
201c. Greek History Survey: The Emergence of the Greek City-State. Spring
1998. Ms. Millender.
A chronological survey of archaic and classical Greek history and civilization
from the traditional foundation of the Olympic games in 776 B.C. to the fall of the
Athenian empire in 404 B.C. Three main themes are developed: political theory
and practice, warfare, and gender relations in ancient Greece. Emphasis is placed
on the interpretation of ancient evidence, including primary literary works,
inscriptions, and relevant archaeological material. Attention is also given to
historical methods, particularly textual criticism and the utilization of different,
and sometimes conflicting, types of evidence. (Same as Classics 211.)
202c. Conquest, Expansion, and Conflict: The Development of the Roman
Empire 264 iu .1.-14 CJE. Spring 1997. Ms. Mii.i.i m>i k.
Examines Rome's rapid transformation into the leading power in the Mediter-
ranean and the political, social, cultural, and economic changes thai this extended
period of growth produced in Roman society. Following a general introduction
to early Roman history and institutions, this course traces Rome's usurpation of
Carthaginian power in the West and conquest of the Hellenistic Fast, and
investigates the forces that led to the fall of the Roman Republic and the rise of
the Roman Empire under the guidance of Augustus. Rome's first emperor.
Emphasis is placed on the interpretation ol ancient evidence, including primary
literary works, inscriptions, and relevant archaeological material. (Same as
( lassies 212.)
History 135
203c. Europe in the Middle Ages, 1050-1300. Spring 1997. Mr. Nyhus.
A survey covering political and social institutions as well as intellectual and
cultural movements of Europe in the twelfth and thirteenth centuries.
205c. Italy during the Renaissance. Spring 1997. Mr. Nyhus.
A survey of the political, social, and cultural history of Italy, 1300-1500.
206c. Northern Europe during the Renaissance and Early Reformation.
Fall 1996. Mr. Nyhus.
A survey of the political and social history of northern Europe, 1450-1530,
with special emphasis on the cultural impact of the Renaissance and early
Reformation.
207c. Culture and Society in Sixteenth- Century Europe. Spring 1998.
Mr. Nyhus.
A survey of Europe in the sixteenth century paying equal attention to
Mediterranean and northern societies. Special focus on the relation of literature,
art, and music to the study of societies.
[211c. Europe 1517-1715: Reformation to Louis XIV.]
212c. The Revolutionary Era, 1750-1848. Fall 1996. Mr. Karl.
After considering developments leading to revolution, the course focuses on
the French Revolution, the rise of Napoleon, and the impact of both upon the rest
of Europe.
214c. Europe 1939 to the Present. Fall 1998. Ms. Tananbaum.
A social history of the last fifty years of European history, with a focus on the
history of World War II, the origins of the cold war, the division of Europe,
Eastern Europe under Stalinist rule, the revival of Western Europe, the Western
Alliance, the European union, and social, political, economic, and cultural
changes in Europe since 1945.
215c. Nazi Germany, 1930-1945. Spring 1997. Mr. Karl.
After a brief examination of the post- World War I scene, the course focuses
-on Hitler's coming to power, establishment of the dictatorship, instruments of
control, road to the Holocaust, resistance, and everyday life under a totalitarian
regime.
[217c. History of Russia to 1825.]
[218c. History of Russia: 1825 to the Present.]
[220c. Judaism, Christianity, and Antisemitism.]
221c. History of England, 1485-1688. Fall 1997. Ms. Tananbaum.
A survey of the political, cultural, religious, social, and economic history of
early modern England from the reign of Henry VII, the first Tudor ruler, to the
outbreak of the Glorious Revolution. Topics for consideration include the Tudor
and Stuart monarchs, the Elizabethan Settlement, the English Civil War, Oliver
Cromwell, and the Restoration.
1 36 Courses of Inst nation
223c. History of England, 1837 to the 1990s. Fall 1996. Ms. Tananbaum.
A social history of modern Britain from the rise of urban industrial society in
the mid-eighteenth century to the present. Topics include the impact of the
industrial revolution, acculturation of the working classes, the impact of liberal-
ism, the reform movement, and Victorian society. Concludes with an analysis of
the domestic impact of the world wars and of contemporary society.
229c. The Growth of the Welfare State in Britain and America: 1834 to the
Present. Spring 1998. Mr. Levine.
A study in the comparative history of the ideology and institutions of the
welfare state in two countries that are similar in some ways but quite different in
others. Readings in the laws, legislative debates, ideological statements, and
economic and sociological analyses.
[230c. Interpretations of American History.]
231c. Social History of Colonial America, 1607-1763. Spring 1998.
Ms. McMahon.
A study of the founding and growth of the British colonies in North America.
Explores the problems of creating a new society in a strange environment; the
effects of particular goals and expectations on the development of the thirteen
colonies; the gradual transformation of English, African, and Indian cultures; and
the later problems of colonial maturity and stability as the emerging Americans
outgrew the British imperial system.
232c. Colloquium on the Presidency and American Society, 1930 to the
Present. Fall 1996. Mr. Leuchtenburg.
Focuses on assessments of U. S. presidents from Franklin D. Roosevelt to Bill
Clinton. A substantial amount of reading is assigned, and students are expected
to participate actively each week in discussion. Enrollment is limited to 22
students. (Same as Government 206.)
Prerequisite: Permission of the instructor.
233c. American Society in the New Nation. Fall 1996. Ms. McMahon.
A social history of the United States from the Revolutionary era through the
age of Jackson. Topics include the social, economic, and ideological roots of the
movement for American independence; the struggle to determine the scope of the
Constitution and the shape of the new republic; the emergence of an American
identity; and the diverging histories of the North, South, and West in the early
nineteenth century.
234c. The (.olden Land: Jews in American Society. Spring 1997.
Ms. Tananbaum.
A social history of Jewish settlement and life in America from the colonial
period to the present I fses literature, films, and primary documents to explore the
social and religious patterns ol each wave of immigration, analyze the response
within and in the Jewish community, and consider the experience of American
Jews in the context of American and Jewish history.
History 137
236c,d. The History of African Americans, 1619-1865. Fall 1996. Mr. Rael.
Explores the history of African Americans in the nation through the Civil War.
Focuses on issues of African- American acculturation and identity formation, the
contributions of African Americans to American culture, and the influence of
American society and institutions on the experiences of black people. Through-
out, emphasis is placed on recovering the voices of African Americans through
primary sources. (Same as Africana Studies 236.)
237c,d. The History of African Americans, 1865 to the Present. Spring 1997.
Mr. Rael.
Explores the history of African Americans from the end of the Civil War to the
present. Focuses on issues such as the dual nature of black identity, the emergence
of a national leadership, the development of protest strategies, the impact of
industrialization and urbanization, and the emergence of black cultural styles.
Throughout, emphasis is placed on recovering the voices of African Americans
through primary sources. (Same as Africana Studies 237.)
238c. America in the Nineteenth Century. Fall 1997. Mr. Rael.
The course focuses on the United States in its century of great transition. Uses
the concept of the "public sphere" to attempt a synthesis of nineteenth-century
American history that includes the story of industrialization, urbanization, and
party politics. The course tests to see if the "public sphere" can contain the stories
of the excluded, including the extermination of Native Americans, the enslave-
ment of African- Americans, and the marginalization of women.
239c. The Era of the Civil War and Reconstruction. Spring 1998. Mr. Rael.
Examines the period between about 1850 and about 1880. Emphasis on
politics, economics, the Supreme Court, and, above all, race relations. Topics
include the rise of the Republican party, abolitionism, slavery as an institution and
slave society, sectionalism, the war itself and its implications, the politics of
Reconstruction, the Freedman's Bureau, and the establishment of a new basis for
white domination. (Same as Africana Studies 239.)
240c. The United States since 1945. Fall 1997. Mr. Levine.
Consideration of social, intellectual, political, and international history. Top-
ics include the cold war; the survival of the New Deal; the changing role of
organized labor; Keynesian, post-Keynesian, or anti-Keynesian economic poli-
cies; and the urban crisis. Readings common to the whole class and the opportu-
nity for each student to read more deeply in a topic of his or her own choice.
Pre registration limited to first- and second-year students. Others may enroll as
room is available.
241c. American History from 1877 to the Present. Fall 1996. Mr. Laipson.
This survey course provides a general introduction to key themes and issues
in late nineteenth- and twentieth-century American history. Although attending
to a full range of concerns, from politics to the history of ideas, the course places
particular emphasis on social history (the experience of "ordinary people") and
cultural history (institutions and patterns of thought important to Americans' self-
conception).
138 Courses of Instruction
242c. Becoming Modern: The 1920s. Spring 1997. Mr. Laipson.
This course studies the transformations in American culture in the 1920s.
Examines the origins and development of "the modern temper" in American life
and thought. Topics include the nature of intellectual and artistic modernism;
changes in political economy, technology, and material culture and their influ-
ence; the enduring tension between progressive and reactionary tendencies in
social thought; and the achievements and struggles of minority populations in
American life.
243c. The Civil Rights Movement. Spring 1998. Mr. Levine.
Concentrates on the period from 1954 to 1970 and shows how various
individuals and groups have been pressing for racial justice for decades. Special
attention is paid to social action groups ranging from the NAACP to the SNCC,
and to important individuals, both well known (Booker T. Washington) and less
well known (John Doar). Readings mostly in primary sources. Extensive use of
the PBS video series "Eyes on the Prize." (Same as Africana Studies 241.)
246c. Women in American History, 1600-1900. Spring 1997. Ms. McMahon.
A social history of American women from the colonial period through the
nineteenth century. Examines the changing roles and circumstances of women in
both public and private spheres, focusing on family responsibilities, paid and
unpaid work, education, ideals of womanhood, women's rights, and feminism.
Class, ethnic, religious, and racial differences — as well as common experi-
ences — are explored.
248c. Family and Community in American History. Fall 1 997. Ms. McMahon.
Examines the American family as a functioning social and economic unit
within the community from the colonial period to the present. Topics include
gender relationships; the purpose of marriage; philosophies of child-rearing;
demographic changes in family structure; organization of work and leisure time;
relationships between nuclear families and both kinship and neighborhood
networks; and the effects of industrialization, urbanization, immigration, and
social and geographic mobility on patterns of family life.
250c,d. History of Mexico. Fall 1996. Mr. Wells.
A survey of Mexican history from pre-Columbian times to the present. Topics
to be examined include the evolving character of indigenous societies, the nature
of the Encounter, the colonial legacy, the chaotic nineteenth century, the Mexican
Revolution, and U.S. -Mexican relations. Contemporary problems will also be
addressed.
252c,d. Colonial Latin America. Fall 1997. Mr. Wi i i s.
Introduces students to the history of Latin America from pre-Columbian times
lo about I X25. Traces developments fundamental to the establishment of colonial
rule, drawing out regional comparisons of indigenous resistance and accommo-
dation. Topics include the nature of indigenous societies encountered by Europe-
ans; exploitation of African and Indian labor; evangelization and the role of the
church; the evolution of race, gender, and class hierarchies in colonial society; and
the origins of independence in Spanish America and Brazil.
History 139
255c,d. Modern Latin America. Spring 1998. Mr. Wells.
Traces the principal economic, social, and political transformations in Latin
America from the wars of independence to the present. Focuses on the national
trajectories of Mexico, Cuba, Peru, Brazil, Argentina, and Chile, with some
attention to the countries of Central America. Topics include colonial legacies and
the aftermath of independence; the consolidation of nation-states and their
insertion in the world economy; the evolution of land and labor systems; the
politics of state-building, reform, and revolution; industrialization and class
formation; military regimes and foreign intervention; and the emergence of social
movements.
[256c,d- Comparative Slavery.]
258c,d. Latin American Revolutions. Spring 1997. Mr. Wells.
Examines revolutionary change in Latin America from a historical perspec-
tive, concentrating on two successful revolutions, those of Cuba and Nicaragua,
and one case of thwarted revolutionary action, in Chile. Popular images and
orthodox interpretations are challenged and new propositions about these pro-
cesses tested. External and internal dimensions of each movement are analyzed,
and each revolution is discussed in the full context of the country's historical
development.
[259c,d. The Modern Middle East: The Arab-Israeli Conflict.]
262c,d. Slavery and the Slave Trade in Precolonial Africa. Spring 1998.
Mr. Stakeman.
An examination of slavery within Africa, the slave trade on the African
continent, and African connections to the intercontinental slave trade to the New
World. Investigates the role of slavery in African societies, the influence of Islam
on slavery, the conduct and economic role of the slave trade, and the social,
political, and economic effects of slavery and the slave trade on African states and
societies. (Same as Africana Studies 262.)
264c,d. Islamic Societies in Africa. Fall 1996. Mr. Stakeman.
An examination of Islam as a theological system and as an ideology that orders
social relations in some African societies. The course will place particular
emphasis on the role of women in African Islamic societies. (Same as Africana
Studies 264.)
265c,d. The Political Economy of Southern Africa. Fall 1996. Mr. Stakeman.
An introduction to the political and economic processes that have shaped
black/white relations in the region and an examination of the prospects for the
development of a successful multi-racial society, economic development, and
political stability. (Same as Africana Studies 265.)
266c,d. History of East Africa. Spring 1997. Mr. Stakeman.
An examination of the political and economic history of East Africa from
precolonial societies to the present: topics will include pastoralist and agricultur-
ist societies, state formation, colonialism, nationalism, and post-colonial Kenya
and Tanzania. (Same as Africana Studies 266.)
140 Courses of Instruction
267c,d. West Africa from Colonialism to Independence. Spring 1998.
Mr. Stakeman.
An examination of the political and economic history of West Africa to try to
understand the region's present conditions and future prospects. Topics include
the imposition of colonial rule, the colonial restructuring of African society, the
rise of nationalist movements, the first and second generations of independence,
regional alliances, development strategies, the place of the region in the world
economy, and the military in politics. (Same as Africana Studies 267.)
270c,d. Chinese Thought in the Classical Period. Spring 1997. Mr. Smith.
An introduction to the competing schools of Chinese thought in the time of
Confucius and his successors. (Same as Asian Studies 270.)
271c,d. The Material Culture of Ancient China. Fall 1998. Mr. Smith.
Addresses material culture in China from ca. 400 to 100 B.C.. while the great
unification of empire was occurring. Topics include what people ate; how they
wrote, fought, and built; how we know such things about them; and how this
civilization can be compared with others. (Same as Asian Studies 271.)
274c,d. Chinese Society in the Ch'ing. Spring 1998. Mr. Smith.
An introduction to premodern China, focusing on the first half of the Ch'ing
dynasty (1644-1911). Discussion of societal relations, state organization, and
ideology. Culminates in a day-long simulation of elite society in the eighteenth
century. (Same as Asian Studies 274.)
275c,d. Modern China. Fall 1997. Mr. Smith.
An introduction to the history of China from 1840 to the present. Studies the
confrontation with Western imperialism, the fall of empire, the Republican
period, and the People's Republic. (Same as Asian Studies 275.)
276c,d. A History of Tibet. Fall 1996. Mr. Smith.
Examines three questions: What was old Tibet? Is Tibet part of China? What
are conditions there now? Analyzes the complex interactions of politics and
society with Buddhist doctrine and practice. (Same as Asian Studies 276.)
278c,d. The Foundations of Tokugawa Japan. Spring 1998. Mr. Smith.
Addresses problems in the creation and early development of the Tokugawa
( 1600 1868) State and society, including the transformation of samurai from
professional warriors into professional bureaucrats and the unanticipated growth
of a quasi-autonomous urban culture. (Same as Asian Studies 278.)
283i,d. Japan from Prehistory to Tokugawa. Spring 1997. Mr. Graff.
Introduces students to the history of Japan from (he prehistoric origins of
Japanese civilization to the zenith of the Tokugawa shogunate in the early
eighteenth century. Topics include early state formation, the cross-fertilization of
Buddhist and Shinto beliefs, (lie transfer Of political authority from courtiers to
warriors, the advent of European influences in the late sixteenth century, and the
earliest stirrings ol Japanese nationalism. Particular attention will he devoted to
the ways in which Japan's institutional, intellectual, and cultural borrowings from
other lands (especially China) have interacted with indigenous traditions and
values. (Same as Asian Studies 283.)
History 141
284c,d. History of Modern Japan. Fall 1996. Mr. Graff.
A survey of Japanese history from approximately 1800 to the present. Topics
include the political and social order in the last years of the Tokugawa shogunate,
the Meiji Restoration and modernization programs, ultranationalism and the
Fifteen- Years' War in Asia and the Pacific, and the postwar economic miracle.
(Same as Asian Studies 284.)
285c,d. Modern Southeast Asia. Fall 1996. Ms. Padma.
Analysis of those factors of Southeast Asian history (e.g., topography and
natural resources, ethnicity, language, and religion) that have created a sense of
the whole, but which have also fostered a sense of uniqueness among various
peoples of the region. Topics include specific geographical aspects of the
archipelago and the mainland, trade that attracted people from all over the world,
"Indianization," Chinese and Muslim cultural influences, European colonial
expansion, the rise of nationalism and independence movements. Readings will
foster a comprehensive understanding of the whole region from the early periods
of history, but will concentrate on the modern era. (Same as Asian Studies 285.)
288c,d. Modern India. Spring 1997. Ms. Padma.
Historical analysis of the impact of British colonialism, the reforms and
revivals of Indian culture and society in the nineteenth century, the political
struggle for independence in the twentieth century culminating in the partition
into India and Pakistan, and the post-independence socio-political experience.
Readings include biographies and modern Indian fiction focusing on the relations
between religion and politics, the tensions between tradition and modernity, and
the changing roles and self-perceptions of women in society. (Same as Asian
Studies 288.)
289c. 1896 — The "Modern World" Begins. Spring 1998. Team taught by Mr.
Emery and Mr. Levine, with the cooperation of other faculty and staff.
An examination of the world at a particular time (the 1890s). Focuses on
developments in the physical and social sciences as well as on the emergence of
anew social structure. Themes include the discovery of X-rays, radioactivity, and
'the electron; power relationships among nations and the "new imperialism"; the
consequences of industrialism and the increasing consciousness of the social
costs of urban life; new ways of perceiving in the visual arts, music, and literature;
new intellectual trends, such as "instrumentalism," changes in education, and the
professionalization of intellectual life. For each theme, the course looks at
examples of "how it was" and how the twentieth century was emerging from the
nineteenth. Participants examine documents from the 1 890s as well as secondary
works on the period.
Prerequisite: Junior or senior standing.
142 Courses of Instruction
Intermediate Seminars
These seminars offer a more intensive pattern of discussion and writing than is
available in history survey courses. Enrollment is limited to sixteen students.
They are intended for majors and non-majors alike but, because they are more
advanced, they may require previous related course work or the permission of the
instructor (see individual course descriptions). In most cases, they are not open
to first-year students. They do not fulfill the history major requirement for a 300-
level seminar.
210c. The Stalin Era. Spring 1997. Mr. Karl.
Focuses on the rise of Stalin, collectivization, secret police terror, slave labor
camps. Great Purges, and the War. Seeks to assess their effect on the everyday
lives of the masses through critical use of memoirs and other personal accounts.
228c. Medicine, Public Health, and History. Spring 1997. Ms. Tananbaum.
This seminar explores major medical developments in Europe and America.
It analyzes social, cultural, and historical factors that influence our perceptions of
sickness, health, patients, practitioners, and medical treatment.
Prerequisite: Two courses in European or American history or permission of
the instructor.
235c,d. The Plantation: Race and Slavery in the Americas. Fall 1996. Mr.
Rael.
This course uses the concept of the cash-crop plantation as a lens for examining
a range of issues regarding race, slavery, and colonialism in the Western
Hemisphere (c.1500- c.1900). Examines slavery in its Old World context, the
role of the plantation in the commercial revolution, the impact of European
rivalries on New World slavery, slave acculturation and resistance, the develop-
ment of African-American cultures and families, and the process and conse-
quences of emancipation. (Same as Africana Studies 235.)
Prerequisite: Sophomore standing and previous coursework in African- Ameri-
can or African history, or Africana Studies; or permission of the instructor.
245c. Work and Play in Urban America: 1860-1940. Spring 1997. Mr.
Laipson.
Examines how the categories of "work" and "play" mutually inform and
construct one another in urban American life. Investigates a variety of sites and
institutions of leisure and labor, from saloons and department stores to baseball
games and amusement parks. Topics include the relationship between consumer
culture, leisure, and social control; urbanization and the use of social space; and
the ways that race, ethnicity, gender, and sexuality created and constrained
opportunities for work and play.
269c,d. The Pan African Idea. Spring 1997. Mr. StaKBMAN.
An examination of the growth of B Pan African sense of identity and the
exchange Of political and cultural ideas among African and African diaspora
societies in the nineteenth and twentieth centuries. (Same as Africana Studies
269.,
Prerequisite: Previous course in Africana Studies, African-American or
African history; or permission of the instructor.
History 143
Problems Courses
Courses 300 through 373 involve the close investigation of certain aspects of the
areas and periods represented. Following a reading in and a critical discussion of
representative primary and secondary sources, students develop specialized
aspects as research projects, culminating in oral presentations and written essays.
Adequate background is assumed, the extent of it depending on whether these
courses build upon introductory courses found elsewhere in the history curricu-
lum. Enrollment in these courses requires the consent of the instructor and is
limited to 16 students. Majors in fields other than history are encouraged to
consider these seminars.
Problems in Early European History
300c. Visual Images and Social Conflict in the Sixteenth Century. Fall 1996.
Mr. Nyhus.
A research seminar that analyzes painting and more popular art, such as
woodcuts, as interpretations of social conflicts in the sixteenth century.
Problems in Modern European History
310c. Nazi Germany, 1933-1945. Fall 1996. Mr. Karl.
A research seminar, with a major research project. Open to seniors, and to
others with the permission of the instructor.
Problems in British History
322c. Race, Gender, and Ethnicity in British Society. Spring 1998.
Ms. Tananbaum.
An analysis of multiculturalism in Britain. Explores the impact of immigration
on English society, notions of cultural pluralism, and the changing definitions and
implications of gender in England from the late eighteenth century to the present.
Students undertake research projects utilizing primary sources.
Problems in American History
330b. The United States Supreme Court from the 1930s to the Present. Fall
1996. Mr. Leuchtenburg.
The course gives students an opportunity to write research papers based on
original sources, including cases and law journal articles, on topics in the history
of the Supreme Court from the Chief Justiceship of Charles Evans Hughes to that
of William Rehnquist. Enrollment is limited to 12 students. (Same as Govern-
ment 305.)
Prerequisite: Permission of the instructor.
331c. A History of Women's Voices in America. Spring 1 998. Ms. McMahon.
An examination of women's voices in American history: private letters,
journals, and autobiographies; short stories and novels; advice literature; essays
and addresses. Research topics focus on the content and form of the writings as
they illuminate women's responses to their historical situation.
Prerequisite: History 246 or 248, or permission of the instructor.
144 Courses of Instruction
332c. Community in America, 1600-1900. Spring 1997. Ms. McMahon.
Explores the ideals of community in American history, focusing on change,
continuity, and diversity in the social, economic, and cultural realities of commu-
nity experience. Examines the formation of new communities on a "frontier" that
moved westward from the Atlantic to the Pacific; the changing face of community
that accompanied modernization, urbanization, and suburbanization; and the
attempts to create alternative communities either separate from or contained
\\ ithin established communities.
[333c. Research in Twentieth-Century African-American History.]
[334c. The Progressive Movement.]
336c,d. Research in Nineteenth-Century African-American History.
Fall 1997. Mr. Rael.
Students will prepare a research paper written from primary historical sources.
Topics address such issues as African Americans in the Revolutionary era, the end
of slavery in the North, a host of problems relating to slavery in the South, free
black life, the Civil War and black Americans, mass emancipation. Reconstruc-
tion, and the Jim Crow period. (Same as Africana Studies 336.)
Prerequisite: Any course in U.S. history. Preference given to students with
background in African-American history.
Problems in Latin American History
351c,d. The Mexican Revolution. Fall 1998. Mr. Wells.
An examination of the Mexican Revolution (1910-1920) and its impact on
modern Mexican society. Topics include the role of state formation since the
revolution; agrarian reform; U.S. -Mexican relations; the debt crisis; and immi-
gration and other "border" issues.
Prerequisite: History 252 or 255.
352c,d. Land and Labor in Latin America. Spring 1998. Mr. Wells.
Examines some of the most significant conceptual problems related to Latin
American agrarian history. Topics include pre-Columbian land and labor pat-
terns; haciendas and plantations; slavery, debt peonage, and other forms of
coerced labor; and the role of family elite networks throughout Latin America.
Prerequisite: History 252 or History 255.
355c,d. Economic Theory and the Problem of Underdevelopment in Latin
America. Fall 1996. Mr. Wi-i.i.s.
The first part of this seminar examines economic theories thai historically have
been advanced to explain the process of development (and underdevelopment) in
Latin America. In the latter portion of the course. Students test these theories by
applying them to specific economic problems currently facing Latin America.
Prerequisite: History 252 or 255.
361c African Radical Thought. Tail 1997. Mr. Si am man.
An examination of the writings and speeches of African nationalists and
radical critics of African and European society. (Same as Africana Studies 361.)
Interdisciplinary Majors 145
Problems in Asian History
370c,d. Problems in Chinese History. Every fall. Mr. Smith.
Reviews the whole of Chinese history. Students develop their research skills
and write a substantial research paper. (Same as Asian Studies 370.)
291c-294c. Intermediate Independent Study. The Department.
401-404c. Advanced Independent Study. The Department.
451c, 452c. Honors Seminar. Every year. The Department.
Interdisciplinary Majors
A student may, with the approval of the departments concerned and the Recording
Committee, design an interdisciplinary major to meet an individual, cultural, or
professional objective.
Bowdoin has seven interdisciplinary major programs that do not require the
approval of the Recording Committee because the departments concerned have
formalized their requirements. These programs are in art history and archaeology,
art history and visual arts, chemical physics, computer science and mathematics,
geology and chemistry, geology and physics, and mathematics and economics. A
student wishing to pursue one of these majors needs the approval of the
departments concerned.
Art History and Archaeology
Requirements
1 . Art 101, 212, 222, and one of Art 302 through 388; Archaeology 101, 102,
and any three additional archaeology courses, at least one of which must be at the
300 level.
2. Any two art history courses numbered 10 through 388.
3. One of the following: Classics 51, 211, 212, or 291 (Independent Study in
Ancient History); Philosophy 111; or an appropriate course in religion at the 200
level.
4. Either Art 401 or Classics 401 (Independent Study in Archaeology).
Art History and Visual Arts
Requirements
1. Art 101.
2. Art History: Art 222, 242, 252, or 254; one 300-level seminar; and two
additional courses numbered 200 or higher.
3. Visual Arts: Art 150, 160, 250, or 260; and three additional studio courses
numbered 270 or higher.
146 Courses of Instruction
Chemical Physics
Requirements
1 Chemistry 109,251; Mathematics 161, 171, and 181 or 223; Physics 103,
227, 300.
2. Either Chemistry 252 or Physics 310.
3. Three courses from Chemistry 252, 254, 332, 335, 340, 350, 401, 402;
Physics 223, 228, 229, 310, 320, 350, 451, 452. At least two of these must be
below the 400 level.
Computer Science and Mathematics
Requirements
1 . Six courses in computer science as follows: Computer Science 101, 210,
220, and 231, and two electives numbered 250 or above.
2. Mathematics 289 (the same as Computer Science 289).
3. Six courses in mathematics as follows: Mathematics 181, 222, 225, and
228, and two electives from among Mathematics 244, 249, 262, and 288.
Geology and Chemistry
Requirements
1 . Chemistry 109 and four courses from the following: Chemistry 210, 225,
226, 240, 251, and approved advanced courses.
2. Geology 101, 102, 200, 202, and 262.
3. Two courses from the following: Geology 221, 222, 241, 250, 265, and 278.
4. Physics 103 and Mathematics 161 and 171.
There are many different accents a student can give to this major, depending
on his or her interests. For this reason, the student should consult with the geology
and chemistry departments in selecting electives.
Geology and Physics
Requirements
1 Chemistry 109; Geology 101, 102, 200, 241, 262; Mathematics 161, 171;
Physics 103,223,227.
2. Either Physics 255 or 300.
3. Two additional courses in geology and/or physics.
Mathematics and Economics
Requirements
I . Six courses in mathematics as follows: Mathematics 181, 222, 225, 265;
ami two Of Mathematics 224, 249, 264, 269.
2 Either Computer Science 210 or Mathematics 244 or 255 or 305.
I Pour courses in economics as follows: Economics 255, 256, 316, and one
other 300-level course.
Latin American Studies 147
Latin American Studies
Administered by the Latin American Studies Committee; John Turner, Chair
(See committee list, page 277.)
Latin American studies is an integrated interdisciplinary program that explores
the cultural heritage of Mesoamerica, the Caribbean, and the South American
continent. This multidisciplinary approach is complemented by a concentration
in a specific discipline. Competence in Spanish (or another appropriate language
with the approval of the administering committee) is required, and it is recom-
mended that students participate in a study-away program in Latin America. Upon
their return, students who study away should consider an independent study
course to take advantage of their recent educational experience.
Requirements for the Minor in Latin American Studies
The minor consists of at least one course at Bowdoin beyond the intermediate
level in Spanish, History 255 (Modern Latin American History), and three
additional courses, two of which must be outside the student' s major department.
Independent studies can meet requirements for the minor only with the approval
by the Latin American Studies Committee of a written prospectus of the
independent study.
The Latin American studies courses below may also be used to formulate a
student-designed major.
CROSS LISTINGS
Cross listings are courses offered by various departments that can be used to
satisfy requirements for the minor in Latin American studies. For full course
descriptions and prerequisites, see the appropriate department listings.
Anthropology
237b,d. Anthropological Issues in Latin America. Fall 1997. Ms. Degarrod.
238b,d. Native Peoples of South America. Fall 1996. Ms. Degarrod.
Art History
130c,d« Introduction to Art from Ancient Mexico and Peru. Spring 1 997. Ms.
Wegner.
History
17c,d. The Cuban Revolution. Fall 1997. Mr. Wells.
19c,d. Contemporary Argentina. Spring 1997. Mr. Wells.
250c,d. History of Mexico. Fall 1996. Mr. Wells.
252c,d. Colonial Latin America. Fall 1997. Mr. Wells.
148 Courses of Instruction
255c\d. Modern Latin America. Spring 1998. Mr. Wells.
[256c,d. Comparative Slavery.]
258c,d. Latin American Revolutions. Spring 1997. Mr. Wells.
351c,d. The Mexican Revolution. Fall 1998. Mr. Wells.
352c,d. Land and Labor in Latin America. Spring 1998. Mr. Wells.
355c,d. Economic Theory and the Problem of Underdevelopment in Latin
America. Fall 1996. Mr. Wells.
Spanish
205c. Advanced Spoken and Written Spanish. Every fall. Mr. Turner.
207c. Hispanic American Cultures. Fall 1996. Mr. Yepes.
313c,d. Indigenous and Hispanic Literature of Colonial Latin America.
Spring 1998. Ms. Jaffe.
323c. Spanish American Short Story. Fall 1996. Mr. Yepes.
Mathematics
Professors Associate Professor
William H. Barker! Rosemary A. Roberts
Stephen T. Fisk Assistant Professors
Charles A. Grobe, Jr. Adam B. Levy
R. Wells Johnson, Chair Helen E. Moore
James E. Wardf Visiting Assistant Professors
Samuel Kaplan
Moira McDermott
Requirements for the Major in Mathematics
A major consists of at least eight courses numbered 200 or above, including at
least one of the following — Mathematics 262, 263, or a course numbered in the
300s.
A student must submit a planned program of courses to the department when
he or she declares a major. That program should include both theoretical and
applied mathematics courses, and it may be changed later with the approval of the
departmental advisor.
All majors should take basic courses in algebra (e.g.. Mathematics 222 or
262) and in analysis (e.g.. Mathematics 223 or 263), and they are strongly
encouraged to complete at least one sequence in a specific area of mathematics.
I hose areas are algebra (Mathematics 222, 262, and 302); analysis (Mathemat-
ics 243, 263, and 303); applied mathematics (Mathematics 224, 264, and 304);
probability and statistics (Mathematics 225, 265, and 305); and geometry
(Mathematics 247 and 287). In exceptional circumstances, a student may
substitute a quantitative course from another department for one of the eight
Mathematics 149
mathematics courses required for the major, but such a substitution must be
approved in advance by the department. Without specific departmental approval,
no course which counts toward another department's major or minor may be
counted toward a mathematics major or minor.
Majors who have demonstrated that they are capable of intensive advanced
work are encouraged to undertake independent study projects. With the prior
approval of the department, such a project counts toward the major requirement
and may lead to graduation with honors in mathematics.
Requirements for the Minor in Mathematics
A minor in mathematics consists of a minimum of four courses numbered 200 or
above, at least one of which must be Mathematics 243, 247, or any mathematics
course numbered 262 or above. For students who major in computer science and
who therefore take Mathematics 228, 231, and 289, the minor consists of a
minimum of three additional courses numbered 200 or above, at least one of
which must be Mathematics 243, 247, or any mathematics course numbered 262
or above.
Interdisciplinary Majors
The department participates in interdisciplinary programs in mathematics and
economics and in computer science and mathematics. See page 146.
Listed below are some of the courses recommended to students with the
indicated interests.
For secondary school teaching: Computer Science 101, Mathematics 222,
225, 242, 247, 262, 263, 265, 288.
For graduate study: Mathematics 222, 223, 243, 262, 263, and at least one
course numbered in the 300s.
For engineering and applied mathematics: Mathematics 223, 224, 225, 243,
244. 264, 265, 288, 304.
For mathematical economics and econometrics: Mathematics 222, 223 or
263, 225, 244, 249, 265, 269, 288, 305, and Economics 316.
For computer science: Computer Science 220, 231; Mathematics 222, 225,
228, 244, 249, 262, 265, 288, 289.
For operations research and management science: Mathematics 222, 225,
249. 265, 269, 288, 305, and Economics 316.
Introductory, Intermediate, and Advanced Courses
60a. Introduction to College Mathematics. Every spring. The Department.
Material selected from the following topics: combinatorics, probability,
modern algebra, logic, linear programming, and computer programming. This
course, followed by Mathematics 75 or 161, is intended as a one-year introduc-
tion to mathematics and is recommended for those students who intend to take
only one year of college mathematics.
1 50 Courses of Instruction
75a. Introduction to Statistics and Data Analysis. Every spring. Spring 1997.
Mrs. Roberts.
Students learn to draw conclusions from data using exploratory data analysis
and statistical techniques. Examples are drawn primarily from the life sciences.
The course includes topics from exploratory data analysis, the planning and
design of experiments, and statistical inference for normal measurements. The
computer is used extensively. Open to students whose secondary school back-
ground has included at least three years of mathematics. Not open to students who
have taken a college-level statistics course (such as Psychology 250 or Econom-
ics 257).
161a. Differential Calculus. Every semester. The Department.
Functions, including the trigonometric, exponential, and logarithmic func-
tions; the derivative and the rules for differentiation; the anti-derivative; applica-
tions of the derivative and the anti-derivative. Four to five hours of class meetings
and computer laboratory sessions per week, on average. Open to students who
have taken at least three years of mathematics in secondary school.
171a. Integral Calculus. Every semester. The Department.
The definite integral; the Fundamental theorems; improper integrals; applica-
tions of the definite integral; differential equations; and approximations including
Taylor polynomials and Fourier series. Four to five hours of class meetings and
computer laboratory sessions per week, on average.
Prerequisite: Mathematics 161 or equivalent.
172a. Integral Calculus, Advanced Section. Every fall. Fall 1996. Mr. Johnson.
A review of numerical integration and techniques of integration. Improper
integrals. Approximations using Taylor polynomials and infinite series. Empha-
sis on differential equation models and their solutions. Four to five hours of class
meetings and computer laboratory sessions per week, on average. Open to
students whose backgrounds include the equivalent of Mathematics 161 and the
first half of Mathematics 171. Designed for first-year students who have
completed an AB Advanced Placement calculus course in their secondary
schools.
181a. Multivariate Calculus. Every semester. The Department.
Multivariate calculus in two and three dimensions. Vectors and curves in two
and three dimensions; partial and directional derivatives; the gradient; the chain
rule in higher dimensions; double and triple integration; polar, cylindrical, and
spherical coordinates; line integration; conservative vector fields; and Green's
theorem. Four t<> five hours of class meetings and computer laboratory sessions
per week, on average.
Prerequisite: Mathematics 171 or equivalent.
Mathematics 151
222a. Linear Algebra. Every spring. Spring 1997. Mr. Grobe.
Topics include vectors, matrices, determinants, vector spaces, inner product
spaces, linear transformations, eigenvalues and eigenvectors, and quadratic
forms. Applications to linear equations, conies, quadric surfaces, least-squares
approximation, and Fourier series.
Prerequisite: Mathematics 181 or permission of the instructor.
223a. Vector Calculus. Fall 1997. The Department.
The basic concepts of multivariate and vector calculus. Topics include
continuity; the derivative as best affine approximation; the chain rule; Taylor's
theorem and applications to optimization; Lagrange multipliers; linear transfor-
mations and Jacobians; multiple integration and change of variables; line and
surface integration; gradient, divergence, and curl; conservative vector fields; and
integral theorems of Green, Gauss, and Stokes. Applications from economics and
the physical sciences are discussed as time permits.
Prerequisite: Mathematics 181.
224a. Applied Mathematics: Introduction to Ordinary Differential Equa-
tions. Every other fall. Fall 1996. Mr. Levy.
An introduction to ordinary differential equations with diverse applications to
problems arising in the natural and social sciences. Studies both the quantitative
expression of solutions to ordinary differential equations, as well as the qualita-
tive behavior of these solutions. Topics include first-order equations and higher-
order linear equations with applications in qualitative stability and oscillation
theory, Laplace transforms, series solutions, and the existence and uniqueness
theorems. A few numerical methods are introduced during the course.
Prerequisite: Mathematics 171.
225a. Probability. Every fall. Fall 1996. Mr. Kaplan.
A study of the mathematical models used to formalize nondeterministic or
"chance" phenomena. General topics include combinatorial models, probability
spaces, conditional probability, discrete and continuous random variables, inde-
pendence and expected values. Specific probability densities, such as the bino-
mial, Poisson, exponential, and normal, are discussed in depth.
Prerequisite: Mathematics 181.
228a. Discrete Mathematical Structures. Every spring. Mr. Johnson.
An introduction to logic, reasoning, and the discrete mathematical structures
that are important in computer science. Topics include propositional logic, types
of proof, induction and recursion, sets, counting, functions, relations, and graphs.
Prerequisite: Mathematics 161 or permission of the instructor.
231a. Algorithms. Every fall. Fall 1996. Fall 1997. Mr. Garnick.
The study of algorithms concerns programming for computational efficiency,
as well as problem-solving techniques. The course covers practical algorithms
and theoretical issues in the design and analysis of algorithms. Topics include
152 Courses of Instruction
trees, graphs, sorting, dynamic programming. NP-completeness. and approxima-
tion algorithms. Laboratory experiments are used to illustrate principles. (Same
as Computer Science 231.)
Prerequisites: Computer Science 210 and Mathematics 228, or permission
of the instructor.
242a. Number Theory. Every other fall. Fall 1996. Mr. Johnson.
A standard course in elementary number theory which traces the historical
development and includes the major contributions of Euclid. Fermat, Euler,
Gauss, and Dirichlet. Prime numbers, factorization, and number-theoretic func-
tions. Perfect numbers and Mersenne primes. Fermat' s theorem and its conse-
quences. Congruences and the law of quadratic reciprocity. The problem of
unique factorization in various number systems. Integer solutions to algebraic
equations. Primes in arithmetic progressions. An effort is made to collect along
the way a list of unsolved problems.
243a. Functions of a Complex Variable. Every other spring. Spring 1998. The
Department.
The differential and integral calculus of functions of a complex variable.
Cauchy's theorem and Cauchy's integral formula, power series, singularities,
Taylor's theorem, Laurent's theorem, the residue calculus, harmonic functions,
and conformal mapping.
Prerequisite: Mathematics 171.
244a. Numerical Methods. Every other spring. Spring 1998. Mr. Levy.
An introduction to the numerical solutions of mathematical problems. Topics
include methods for solving linear systems, approximation theory, numerical
differentiation and integration, and numerical methods for differential equations.
Whenever possible, numerical techniques (using Mathematica) are used to solve
mathematical problems generated by applied physical examples.
Prerequisite: Mathematics 181 or 222.
247a. Geometry. Every other fall. Fall 1997. Ms. Moore.
An introduction to the differential geometry of curves and surfaces. Topics
include curvature, geodesies, area, the Gauss map, and the relationship between
curvature and topology.
Prerequisite: Mathematics 222 or 223, or permission of the instructor.
249a. Linear Programming and Optimization. Every other fall. Fall 1996.
Mr. Fisk.
A survey of some of the mathematical techniques for optimizing various
quantities, many of which arise naturally in economies and. more generally, in
i ompetitive situations. Production problems, resource allocation problems, trans-
portation problems, and the theory of network Hows. Game theory ami strategies
foi matrix games. Emphasis on convex and linear programming methods, but
othei nonlinear optimization techniques are presented.
Prerequisite: Mathematics 181.
Mathematics 153
255a. Applied Multivariate Statistics. Every other fall. Fall 1997. Mr. Fisk.
An introduction to the techniques of applied multivariate analysis based on
matrix algebra and the multivariate normal distribution. Topics to be discussed
include discriminant analysis, principal components, factor analysis, canonical
correlation, multidimensional scaling, classification, and graphical techniques.
Students learn how to run and interpret the output from the statistical package
Splus.
Prerequisite: Mathematics 265.
262a. Introduction to Algebraic Structures. Every other fall. Fall 1997.
Mr. Ward.
A study of the basic arithmetic and algebraic structure of the common number
systems, polynomials, and matrices. Axioms for groups, rings, and fields, and an
investigation into general abstract systems that satisfy certain arithmetic axioms.
Properties of mappings that preserve algebraic structure.
Prerequisite: Mathematics 222, or Mathematics 181 and permission of the
instructor.
263a. Introduction to Analysis. Every other fall. Fall 1996. Ms. Moore.
Emphasizes proof and develops the rudiments of mathematical analysis.
Topics include an introduction to the theory of sets and topology of metric spaces,
sequences and series, continuity, differentiability, and the theory of Riemann
integration. Additional topics may be chosen as time permits.
Prerequisite: Mathematics 181.
264a. Applied Mathematics: Introduction to Dynamical Systems. Every other
spring. Spring 1997. Mr. Levy.
Emphasis on the qualitative behavior of nonlinear dynamical systems found
in the natural and social sciences. Both discrete and continuous dynamical
systems will be studied. Topics include chaos, strange attractors, and fractals.
Mathematica will be used as an integral part of this course.
Prerequisite: Mathematics 181 or 224.
265a. Statistics. Every spring. Spring 1997. Mrs. Roberts.
An introduction to the fundamentals of mathematical statistics. General topics
include likelihood methods, point and interval estimation, and tests of signifi-
cance. Applications include inference about binomial, Poisson, and exponential
models, frequency data, and analysis of normal measurements.
Prerequisite: Mathematics 225.
269a. Seminar in Operations Research and Mathematical Models. Every
other spring. Spring 1997. Mr. Fisk.
Selected topics in operations research and some of the mathematical models
used in economics. Emphasis is on probabilistic models, stochastic processes, and
simulation, with applications to decision analysis, inventory theory, forecasting,
and queueing theory.
Prerequisite: Mathematics 225 or permission of the instructor.
154 Courses of Instruction
287a. Advanced Topics in Geometry. Every other spring. Spring 1998.
Ms. Moore.
One or more selected topics from classical geometry, differential geometry, or
geometric analysis.
Prerequisite: Mathematics 247.
288a. Combinatorics and Graph Theory. Every other spring. Spring 1 997. The
Department.
An introduction to combinatorics and graph theory. Topics to be covered may
include enumeration, matching theory, generating functions, partially ordered
sets, Latin squares, designs, and graph algorithms.
Prerequisite: Mathematics 228 or 262 or 263 or permission of the instructor.
289a. Theory of Computation. Every spring. Spring 1997. Spring 1998. The
Department.
Examines the theoretical principles that determine how much computational
power is required to solve particular classes of problems. Topics include regular
and context-free languages; finite, stack, and tape machines; and solvable versus
unsolvable problems. (Same as Computer Science 289.)
Prerequisite: Mathematics 228 or permission of the instructor.
302a. Advanced Topics in Algebra. Every other spring. Spring 1998.
The Department.
One or more specialized topics from abstract algebra and its applications.
Topics may include group representation theory, coding theory, symmetries, ring
theory, finite fields and field theory, algebraic numbers, and Diophantine equa-
tions.
Prerequisite: Mathematics 262.
303a. Advanced Topics in Analysis. Every other spring. Spring 1997.
Ms. Moore.
One or more selected topics from analysis. Possible topics include geometric
measure theory, Lebesgue general measure and integration theory, Fourier
analysis, rlilbert and Banach space theory, and spectral theory.
Prerequisite: Mathematics 263.
304a. Advanced Topics in Applied Mathematics. Every other fall. Fall 1997.
Mr. Levy.
One or more selected topics in applied mathematics. Material selected from
the following: Fourier series, partial differential equations, integral equations,
calculus of variations, bifurcation theory, asymptotic analysis, applied functional
analysis, and topics in malhcinatical physics.
Prerequisite: Mathematics 181 and 224 or 264.
305a. Advanced Topics in Probability and Statistics. Every other fall. Fall
1996. Mrs. ROBERTS.
One or more spcciali/cil topics in probability and statistics. Possible topics
include Degression analysis, nonparametric statistics, logistic regression, and
other linear and nonlinear approaches to modeling data. Emphasis is on the
Music 155
mathematical derivation of the statistical procedures and on the application of the
statistical theory to real-life problems.
Prerequisite: Mathematics 222 and 265 or permission of the instructor.
291a-294a. Intermediate Independent Study. The Department.
401a^404a. Advanced Independent Study and Honors. The Department.
Music
Professor Director of the Bowdoin Chorus
Elliott S. Schwartz Anthony F. Antolini
Associate Professors Director of the Bowdoin Orchestra
Robert K. Greenlee Paul Ross
James W. McCalla, Chair Director of Concert Band
John Morneau
Requirements for the Major in Music
The major in music consists of Music 101 or exemption, 200, 203, 303, 304;
Music 301, 302; one topics course (either Music 351, 352 or 361, 362); one year
of individual performance studies; one year of ensemble performance studies;
and one elective course in music.
Requirements for the Minor in Music
The minor in music consists of Music 101, 103, 200, one music elective at the 200
or 300 level; one year of individual performance studies; one year of ensemble
performance studies; and one other elective in music.
First- Year Seminar
For a full description of the following first-year seminar, see page 115.
10c. The Musicals of Rodgers and Hammerstein. Spring 1 997. Mr. McCalla
Introductory, Intermediate, an Advanced Courses
101c. Theory I: Fundamentals of Music Theory. Every year. Fall 1996. The
Department.
A course in the basic elements of Western music and their notation, through
the essentials of diatonic harmony. The class concentrates equally on written
theory and musicianship skills to develop musical literacy. Frequent written
assignments, drills, and quizzes. Students with musical backgrounds who wish to
pass out of Theory I must take the placement test at the beginning of the fall
semester.
103c. The Listening Experience. Every other year. Spring 1997. Mr. Schwartz.
An introductory survey of music, concentrating on the development of
perceptive listening. Using a wide range of examples drawn from diverse cultural
traditions and historical periods, we will focus on basic elements — melodic
156 Courses of Instruction
contour. rh\ thru, tone color — and their combining into textures, forms, stylistic
patterns, and expressive symbols. The class also considers social contexts,
instruments, the rituals of performance, and the changing influence of technology
upon music-making and music perception. Attendance at concerts and other
performance venues is an integral component of the course. Previous musical
experience or the ability to read music is not necessary, as the course is intended
for students at all levels.
121c. History of Jazz. Every other year. Fall 1996. Mr. McCalla.
A survey of jazz from its African-American roots in the late nineteenth century
to the present. Emphasis on musical characteristics — styles, forms, types of
ensemble, important performers — with some attention to the cultural and social
position of jazz in this country and its interaction with other musics. (Same as
Africana Studies 121.)
Music 130 through 149 are topics courses in specific aspects of music history
and literature, designed for students with little or no background in music. Course
titles and contents may change every semester.
132c. The Beethoven Symphonies. Fall 1996. Mr. McCalla.
A chronological study of the nine symphonies as examples of Beethoven's
compositional styles, of the classical style in general, and as a musical expression
of the Enlightenment worldview. Emphasis is placed on the formal structure of
the works, the progressive development of Beethoven's musical thinking, and the
changing musical world around him.
134c. Contemporary Music. Fall 1996. Mr. Schwartz.
A survey of music since 1890, beginning at the turn of the century (Mahler,
Dehussy) and continuing to the present day. Changes in aesthetics, technology,
social contexts, and musical materials, with reference to impressionism: the
twelve-tone school; neoclassicism; developments in electronic, multimedia, and
"chance'* techniques; and the most recent collage and minimalist approaches.
Special attention is given to Ives, Stravinsky, Cage, and the influence of non-
Western music.
137c. Studies in Music Literature: Music in England. Spring 1997. Mr.
Schwartz.
A survey of English music from the Middle Ages to the present, including the
contributions of such major figures as Dunstable, Purccll, Dowland, Handel.
Elgar, Delius, Vaughan Williams, Britten, and Tippetl. Music's social role and
relationships to other arts are also discussed, with special emphasis on the
Elizabethan era. the Victorian period, anil the twentieth century. Class activities
include attendance at concerts of English music anil lectures by visiting British
composers and critics.
Prerequisite: One course in music, English history, or English literature.
Music 157
200c. Theory II: Diatonic and Chromatic Harmony I. Every year.
Spring 1997. The Department.
Study of diatonic and chromatic harmony and of simple tonal forms, empha-
sizing analysis and part-writing of music from the late eighteenth and early
nineteenth centuries. Three class hours plus two hours weekly in the musicianship
skills laboratory.
Prerequisite: Music 101 or equivalent.
203c. Counterpoint. Every other year. Fall 1996. The Department.
Practice in contrapuntal composition in eighteenth-century tonal styles.
Prerequisite: Music 200.
210c. Topics in Jazz History: The Great Women Singers. Fall 1997.
Mr. McCalla.
A study of the most influential female singers in jazz history, including Bessie
Smith, Ella Fitzgerald, Billie Holiday, Carmen McRae, Sarah Vaughan, Dinah
Washington, and Betty Carter. Reading of biographies, autobiographies, and
historical source materials, along with tracing the singers' careers through their
recordings. Other issues addressed include their sometimes anomalous positions
as singers in a largely instrumental musical genre, as women in an otherwise
almost entirely male professional world, and as blacks in a white-dominated
industry. (Same as Africana Studies 210.)
Prerequisite: Music 121.
214c. Traditions of Vocal Performance. Spring 1997. Mr. Greenlee.
A cross-cultural and chronological study of vocal practices, including western
European performance in historical contexts; practices in Tibet, Mongolia,
Ireland, South Africa, and Latin America; and the vocal styles of folk music, jazz,
rock, and country music. Recorded examples are examined from musical,
acoustical, and physiological perspectives.
Music 301 and 302 are intended primarily for music majors and minors. Music
200 is prerequisite or co-requisite.
301c. Music History: Antiquity to 1750. Every other year. Fall 1996. Mr.
Greenlee.
302c. Music History: 1750 to the Present. Every other year. Spring 1997. Mr.
McCalla.
303c. Theory III: Chromatic Harmony. Every other year. Fall 1997. The
Department.
Study of chromatic harmony and formal analysis of works from nineteenth-
century music.
Prerequisite: Music 200.
1 5 8 Courses of Instruction
304c. Theory IV: Twentieth-Century Harmony. Every other year. Spring
1998. The Department.
Study of the various harmonic systems of twentieth-century music, from post-
tonal works (Debussy, Ravel, Stravinsky) through atonality (Ives, Schoenberg)
to serialism (Schoenberg, Berg, and Webern), neoclassicism (Bartok),
neoromanticism. and contemporary "minimalism."
Prerequisite: Music 303.
361c. Topics in Music History: Orchestration. Every other year. Fall 1996.
Mr. Schwartz.
Transcription, arrangement, and free composition for ensembles of stringed,
woodwind, and brass instruments, percussion, and piano, the primary aim being
that of effective instrumentation. Intensive study of orchestral and chamber
scores drawn from the music literature.
Prerequisite: Music 200.
PERFORMANCE STUDIES
Up to six credits of individual performance and ensemble courses together
may be taken for graduation credit. Applied Performance Studies and Chamber
Ensembles bear differing course numbers, depending on the semester of study.
Lessons, ensembles, and Chamber Ensembles may be taken as non-credit
courses.
235c-242c. Individual Performance Studies. Every year.
The following provisions govern applied music for credit and Chamber
Ensembles for credit:
1 . Individual performance courses and Chamber Ensembles are intended for
the continued study of instruments with which the student is already familiar.
Students must take at least two consecutive semesters of study on the same
instrument/same chamber ensemble to receive one-half credit per semester
and to receive the reduced rate.
2. Admission is by audition only. Only students who are intermediate or
beyond in the development of their skills are admitted. Students may enroll only
with the consent of the department.
3. Beginning with the second semester of lessons/coaching, students are
expected to play in a Repertory Class midway through the semester, and must
participate in Juries at the end of each semester.
4. To receive credit and a grade for Individual Performance Studies and/or
Chamber Ensembles, the Student musl complete Iwo other music credits within
the first two and a hwlf years cf study or by graduation, whichever comes first. The
Student may choose these credits from any two of the following courses: Music
101, 103, 130-149, 200, Orchestra (Music 261), Band (Music 221), Chamber
Choir ( Music 27 1 ). or ( 'horns (Music 251). At least one of these courses must he
started b) the second semester of the first year of study. At least one course must
not be an ensemble.
Music 159
5. One-half credit is granted for each semester of study. To receive credit,
students must sign up in the Office of Student Records at the beginning of each
semester.
6. Students taking lessons pay a fee of $300 for twelve one-hour lessons per
semester; in their junior and senior years, music majors may take four half-credits
(four semesters) of lessons free of charge, and music minors may take two half-
credits (two semesters) free of charge. In some cases, the student may have to
travel off campus to receive instruction. Instruction is offered as available on
orchestral and chamber instruments for which a significant body of written
literature exists.
7. Students in Chamber Ensembles will pay a total fee of $300 (to be divided
equally among participants) for 12 one-hour coaching sessions per semester.
Music majors and minors do not receive coaching sessions free of charge. Each
member of the Chamber Ensemble must be signed up for credit.
Instructors for 1996-97 include Julia Adams (viola), Charles Bechler (jazz
piano), Linda Blanchard (voice), Naydene Bowder (piano and harpsichord), Neil
Boyer (oboe), Susan Brady (French horn), Judith Cornell (voice), Ray Cornils
(organ), John Johnstone (guitar), Charles Kaufmann (bassoon), Stephen
Kecskemethy (violin), Deirdre Manning (flute), Shirley Mathews (piano and
harpsichord), Joyce Moulton (piano), Gilbert Peltola (saxophone), Betty Rines
(trumpet), Paul Ross (cello), George Rubino (bass), and Scott Vaillancourt
(trombone and tuba).
Ensemble Performance Studies. Every year.
221c-228c. Concert Band. Mr. Morneau.
251c-258c. Chorus. Mr. Antolini.
261c-268c. Orchestra. Mr. Ross.
271c-278c. Chamber Choir. Mr. Greenlee.
281c-288c. Chamber Ensembles. The Department.
- The following provisions govern ensemble:
1 . Students are admitted to an ensemble only with the consent of the instructor.
2. One-half credit is granted for each semester of study. To receive credit, the
student must sign up in the office of Student Records.
3. Grade is Credit/Fail.
4. Ensembles meet regularly for a minimum of three hours weekly.
5. All ensembles require public performance.
291c-294c. Intermediate Independent Study. The Department.
401c-404c. Advanced Independent Study and Honors. The Department.
160 Courses of Instruction
Neuroscience
Administered by the Neuroscience Committee; Daniel D. Kurylo, Chair
(See committee list, page 277.)
Requirements for the Major in Neuroscience
/. Core Courses
A. Biology:
Biology 104a, Introductory Biology.
Biology 203a, Comparative Neurobiology.
Biology 305a, Neuroethology, or
Biology 1 14a, Comparative Physiology.
B. Psychology:
Psychology 101b, Introduction to Psychology.
Psychology 247a, Physiological Psychology.
and two of the following:
Psychology 270b, Cognition.
Psychology 245a, Human Neuropsychology.
Psychology 273a, Sensation and Perception.
Psychology 312a, Cognitive Neuroscience.
C. Chemistry:
Chemistry 225a, Elementary Organic Chemistry.
D. Statistics/Mathematics:
Psychology 250b, Statistical Analysis, or
Mathematics 75a, An Introduction to Statistics and Data Analysis.
//. Additional Courses Required
In addition to the nine core courses, two courses are required from the lists below,
at least one of which must be in biology.
A. Biology:
1 12a, Genetics and Molecular Biology.
1 14a, Comparative Physiology.
117a, Developmental Biology.
121a, Cell Biology.
261a, Biochemistry I.
304a, Topics in Biochemistry and Molecular Biology (with approval).
305a, Neuroethology.
321a, Advanced Physiology.
Philosophy 161
B. Psychology:
210b, Infant and Child Development.
215b, Learning and Behavior.
245a, Human Neuropsychology.
249a, Visual Neuroscience.
260b, Abnormal Personality.
270b, Cognition.
271b, Language: A Developmental Perspective.
273a, Sensation and Perception.
310b, Clinical Psychology.
312a, Cognitive Neuroscience.
361b, Cognitive Development.
///. Recommended Courses
Philosophy 225c, The Nature of Scientific Thought.
Physics 103a, Mechanics and Matter.
Sociology 251b, Sociology of Health and Illness.
Philosophy
Professor Assistant Professors
Denis J. Corish Scott R. Sehon*
Associate Professor Matthew F. Stuart**
Lawrence H. Simon, Chair Visiting Assistant Professor
Sarah Conly
Requirements for the Major in Philosophy
The major consists of eight courses, which must include Philosophy 111 and 112;
Philosophy 223; at least one other course from the group numbered in the 200s;
and two from the group numbered in the 300s. The remaining two courses may
be from any level.
Requirements for the Minor in Philosophy
The minor consists of four courses, which must include Philosophy 111 and 112
and one course from the group numbered in the 200s. The fourth course may be
from any level.
First-Year Seminars
Enrollment is limited to 16 students for each seminar. First-year students arc
given first preference for the available places; sophomores are given second
preference. If there are any remaining places, juniors and seniors may be admitted
with permission of the instructor.
Topics change from time to time but are restricted in scope and make no
pretense to being an introduction to the whole field of philosophy. They are topics
1 62 Courses of Instruction
in which contemporary debate is lively and as yet unsettled and to which
contributions are often being made by more than one field of learning. For a full
description of the following first-year seminars, see pages 115-116.
lie. Free Will. Spring 1998. Mr. Corish.
13c. The Souls of Animals. Fall 1996. Mr. Stuart.
16c. Moral Problems. Fall 1997. Mr. Sehon.
17c. Philosophy, Poetry, and Science. Spring 1997. Mr. Corish.
19c. Hellenistic Philosophy. Fall 1997. Mr. Stuart.
Introductory Courses
Introductory courses are open to all students regardless of year and count towards
the major. They do not presuppose any background in philosophy and are good
"first" courses.
111c. Ancient Philosophy. Fall 1996. Fall 1997. Mr. Corish.
The sources and prototypes of Western thought. Emphasis on Plato and
Aristotle, with some attention given to the pre-Socratic philosophers who
influenced them and to the Stoics and Epicureans. Medieval philosophy is more
briefly considered, to show the interaction of Christianity and Greek thought.
112c. Early Modern Philosophy. Spring 1997. Ms. Conly. Spring 1998. Mr.
Stuart.
A survey of seventeenth- and eighteenth-century European philosophy, focus-
ing on discussions of the ultimate nature of reality and our knowledge of it. Topics
include the nature of the mind and its relation to the body, God's relation to the
world, and the free will problem. Readings from Descartes, Leibniz, Hume, Kant,
and others.
136c. Environmental Analysis: Concepts, Institutions, Values, and Policy.
Spring 1997. Spring 1998. Mr. Simon.
Examines aspects of the environmental crisis, with special emphasis on
philosophical and political issues. Topics include our relation to and responsibil-
ity for nature in light of the present crisis; the adequacy of the conceptual and
i nsti tut ional resources of the Western tradition to address the crisis; sustainability;
and the interconnection of scientific, moral, political, economic, and policy
factors. (Same as Environmental Studies 136.)
152c. Death. Fall L#97. Mr. Stuart.
We consider distinctively philosophical questions about death: Do we have
immortal souls? Is immortality even desirable? Is death a bad thing? Is suicide
morally permissible? Does the inevitability of death rob life of its meaning'.'
Readings from historical and contemporary sources.
Philosophy 163
Intermediate Courses
With the exception of Philosophy 200, intermediate courses are open to all
students without prerequisite.
200c. Nineteenth-Century Philosophy: Post-Kantians. Fall 1996. Mr. Simon.
A study of philosophical developments in the nineteenth century that have had
an important influence on contemporary thought: Kant; the development of
idealism through Fichte and Hegel; and reactions to Hegel by Marx and Nietzsche.
Focus on issues in political philosophy and philosophy of history.
Prerequisite: Philosophy 112 or permission of the instructor.
210c. Philosophy of Mind. Spring 1997. Mr. Sehon.
We see ourselves as rational agents: we have beliefs, desires, intentions,
wishes, hopes, etc.; we also have the ability to perform actions, and we are
responsible for actions we freely choose. Is our conception of ourselves as rational
agents consistent with our scientific conception of human beings as biological
organisms? Can there be a science of the mind, and, if so, what is its status relative
to other sciences? What is the relationship between mind and body? Can we have
free will — or moral responsibility — if determinism is true? Readings primarily
from contemporary sources.
221c. History of Ethics. Spring 1998. Mr. Simon.
How should one live? What is the good? What is my duty? What is the proper
method for doing ethics? The fundamental questions of ethics are examined in
classic texts including works of Aristotle, Hume, Mill, Kant, and Nietzsche.
222c. Political Philosophy. Fall 1997. Mr. Simon.
Examines some of the major issues and concepts in political philosophy,
including political obligation and consent, freedom and coercion, justice, equal-
ity, democracy, and the nature of liberalism. Readings primarily from contempo-
rary sources.
223a. Logic and Formal Systems. Fall 1997. Fall 1998. Mr. Sehon.
An introduction to the concepts and principles of symbolic logic: validity,
-logical truth, truth-functional and quantificational inference, formal languages
and formal systems, proof procedures, and axiomatization. Possible attention to
issues in the philosophy of logic and to modal logic (the logic of necessity and
possibility). No background in mathematics is presupposed.
224c. Feminism and Philosophy. Spring 1997. Ms. Conly.
Feminist theory addresses the present culture and political position of women,
suggests what that position should be, and tries to determine what means would
lead from the present to the ideal. In this effort, a wealth of questions arise: What
is a woman? How similar/different are women and men? Are present institutions,
such as heterosexuality, marriage, and the family, detrimental to women? We
examine the most influential and interesting ideas feminist theorists have had on
these topics.
1 64 Courses of Instruction
225c. The Nature of Scientific Thought. Fall 1996. Mr. Corish.
A historical and methodological study of scientific thought as exemplified in
the natural sciences. Against a historical background ranging from the beginnings
of early modern science to the twentieth century, such topics as scientific inquiry,
hypothesis, confirmation, scientific laws, theory, and theoretical reduction are
studied. The readings include such authors as Burtt, Butterfield, Duhem, Hempel,
Koyre, Kuhn. Nagel. Poincare, Popper, and Toulmin, as well as classical authors
such as Galileo, Descartes, Newton, Berkeley, and Leibniz.
226c. Epistemology. Spring 1998. Mr. Stuart.
What is knowledge? Do we have any? Is all knowledge based on sense-
experience? A survey of recent work in the theory of knowledge. Topics include
skepticism, empirical knowledge, a priori knowledge, and justification.
[227c. Metaphysics.]
237c. Language and Reality. Spring 1998. Mr. Sehon.
Twentieth-century analytic philosophy has been characterized by a concern
with language: philosophers have looked to the nature of language and meaning
in hopes of solving or dissolving traditional philosophical disputes. We examine
the writings of a number of authors in this tradition, including Carnap, Ayer,
Quine, Putnam, and Kripke. Topics include linguistic meaning, reference, truth,
and the relations between language and the world and between language and
thought.
[238c. Feminism and Liberalism.]
240c. Aesthetics. Fall 1996. Ms. Conly.
What is art? What is beauty? How do the different forms of art achieve their
goals? What makes a work of art successful? The course studies works of
literature, music, and painting, with readings from philosophers who have
discussed these issues, in order to formulate answers to these questions.
241c. Philosophy of Law. Fall 1996. Ms. Conly.
An introduction to legal theory. Central questions include: What is law? What
is the relationship of law to morality? What is the nature of judicial reasoning?
Particular legal issues include the nature and status of privacy rights (e.g.,
contraception, abortion, and the right to die); the legitimacy of restrictions on
speech and expression (e.g., pornography, hate speech); the nature of equality
rights (e.g., race and gender); and the right to liberty (e.g.. homosexuality).
Readings include traditional, contemporary, and feminist legal theory; case
studies; and court decisions.
242c. Philosophy of Religion. Spring 1997. Mr. Si HON.
Does God exist? Can the existence of God be proven? Can it bedisproven? Is
ii rational to believe in God? What does it mean to say that God exists (or does not
exist).' What distinguishes religious beliefs from non-religious beliefs'.' What is
the relation between religion and morality.' Between religion and science? The
course approaches these and related questions through a variety of historical and
contemporary sources, including Anselm, Aquinas, Descartes. Hume. Ayer, and
Wittgenstein.
Philosophy 165
258c. Environmental Ethics. Fall 1997. Mr. Simon.
The central issue in environmental ethics concerns what things in nature have
moral standing and how conflicts of interest among them are to be resolved. After
an introduction to ethical theory, topics to be covered include anthropocentrism,
the moral status of nonhuman sentient beings and of nonsentient living beings,
preservation of endangered species and the wilderness, holism versus individu-
alism, the land ethic, and deep ecology. Open only to sophomores, juniors, and
seniors. (Same as Environmental Studies 258.)
Advanced Courses
Although courses numbered in the 300s are advanced seminars primarily in-
tended for majors in philosophy, adequately prepared students from other fields
are also welcome. Besides stated prerequisites, at least one of the courses from the
group numbered in the 200s will also be found a helpful preparation.
331c. Plato. Spring 1998. Mr. Corish.
A study of some of the principal dialogues of Plato, drawn chiefly from his
middle and later periods. The instructor selects the dialogues that will be read, but
topics to be studied depend on the particular interests of the students.
Prerequisite: Philosophy 111 or permission of the instructor.
332c. The Origins of Analytic Philosophy. Spring 1998. Mr. Sehon.
An examination of the beginnings of analytic philosophy. The course exam-
ines the major works from the period 1879-1921 of the three progenitors of this
philosophical movement: Gottlob Frege, Bertrand Russell, and Ludwig
Wittgenstein. Topics include objectivity and truth, logic, and inference, and the
foundations of mathematics.
Prerequisite: Philosophy 223 or permission of the instructor.
334c. Topics in Medieval Philosophy. Fall 1997. Mr. Corish.
An examination of some fundamental medieval views concerning humans and
their environment. Special attention is paid to the Aristotelian worldview as made
over to Christian specifications, and to its decline in favor of the modern scientific
view. Particular emphasis on the views of one philosopher, St. Thomas Aquinas.
Prerequisite: Philosophy 111 or permission of the instructor.
335c. The Philosophy of Aristotle. Spring 1997. Mr. Corish.
A textual study of the basics of Aristotle's philosophy. Aristotle's relationship
to Plato, his criticism of the Platonic doctrine of Forms, and Aristotle's own
doctrines of substance, causation, actuality, potentiality, form, and matter are
discussed. Some of the Aristotelian disciplines of logic, physics, metaphysics,
psychology, and moral philosophy are examined in terms of detailed specific
doctrines, such as that of kinds of being, the highest being, the soul, and virtue.
Prerequisite: Philosophy 111 or permission of the instructor.
166 Courses of Instruction
337c. Hume. Fall 1996. Mr. Stuart.
A careful reading of the masterful Treatise of Human Nature, a work that
Hume wrote while still in his twenties. Time permitting, we also look at Hume's
later writings on metaphysics, epistemology, and philosophy of religion. Topics
include empiricism, causation, skepticism about the external world, the passions,
and the source of moral judgments.
Prerequisite: Philosophy 112 or permission of the instructor.
[338c. Kant.]
340c. Contemporary Ethical Theory. Spring 1997. Mr. Simon.
Examines debates in recent ethical theory and normative ethics. Possible
topics include realism and moral skepticism, explanation and justification in
ethics, consequentialism and its critics, whether morality is overly demanding,
the sources of normativity, and the relation of ethics to science.
Prerequisite: Philosophy 112 or 221, or permission of the instructor.
[342c. Quine and Davidson.]
[344c. Philosophy of Time.]
392. Advanced Topics in Environmental Philosophy. Fall 1996. Mr. Simon.
Examines philosophical, moral, and policy issues regarding the environmen-
tal crisis, including the nature of the crisis, the meaning of sustainability, and how
best to mobilize an adequate response to the crisis. Enrollment limited to 15
students. Preference given to senior philosophy and environmental studies
majors. (Same as Environmental Studies 392.)
291c-294c. Intermediate Independent Study. The Department.
401c-404c. Advanced Independent Study and Honors. The Department.
Physics and Astronomy
Professor Emeritus Associate Professors Assistant Professors
Elroy O. LaCasee, Jr. Dale A. Sypherst Madeleine E. Msall
Professor James H. Turner. Chair Stephen G. Naculieht
Guy T. Emery Visiting Assistant
Professor
Ari W. Epstein
Teaching Associate
David l.. Roberts
Requirements for the Major in Physics
The major program depends i<> some extent on the student's goals, which should
be discussed with the department Those who intend io do graduate work in
physics or an allied field should plan Io do an honors project For those
« considering a program in engineering, consult page 36. A major student with an
Physics and Astronomy 1 67
interest in an interdisciplinary area such as geophysics, biophysics, or oceanog-
raphy will choose appropriate courses in related departments. Secondary school
teaching requires a broad base in science courses, as well as the necessary courses
for teacher certification. For a career in industrial management, some courses in
economics and government should be included.
In any case, a major in physics is expected to complete Mathematics 161, 171,
Physics 103, 223, 227, 228, and four more approved courses, one of which may
be Mathematics 181 or above. For honors work, a student is expected to complete
Mathematics 181, and Physics 103, 223, 227, 228, 300, 310, 451, and four more
courses, one of which may be in mathematics above 181. Students interested in
interdisciplinary work may, with permission, substitute courses from other
departments. Geology 265, Geophysics, is an approved physics course.
Requirements for the Minor in Physics
The minor consists of at least four Bowdoin courses numbered 103 or higher, at
least one of which is from the set of Physics 223, 227, and 228.
Interdisciplinary Majors
The department participates in interdisciplinary programs in chemical physics,
and geology and physics. See page 146.
First- Year Seminar
For a full description of the following first-year seminar, see page 1 16.
15a. Science Fiction, Science Fact. Spring 1997. Ms. Msall.
Introductory, Intermediate, and Advanced Courses
62a. Contemporary Astronomy. Spring 1997. Mr. Epstein.
A mix of qualitative and quantitative discussion of the nature of stars and
galaxies, stellar evolution, the origin of the solar system and its properties, and the
principal cosmological theories. Enrollment limited to 50 students. Students who
have taken or who are taking Physics 103 will not receive credit for this course.
63a. Physics of the Twentieth Century. Every fall. Fall 1996. Mr. Epstein.
Explores the growth of twentieth-century physics, including theoretical devel-
opments like relativity, quantum mechanics, and symmetry-based thinking, and
the rise of new subdisciplines such as atomic physics, condensed-matter physics,
nuclear physics, and particle physics. Some attention is given to the societal
context of physics, the institutions of the discipline, and the relations between
"pure" and "applied" physics.
Prerequisite: Ordinary secondary school mathematics. Enrollment is limited
to 50 students. Students who have taken or who are taking Physics 103 concur-
rently will not receive credit for this course.
168 Courses of Instruction
103a. Mechanics and Matter. Every semester. Fall 1996. Mr. Emery. Spring
1997. Ms. Msall.
Covers the fundamental constituents of matter, conservation laws, and forces
and interactions from subatomic to molecular to macroscopic systems. Intended
to give a broad overview of physics, introducing both classical and modern
concepts. Three hours of laboratory work per week.
Prerequisite: Previous credit or concurrent registration in Mathematics 161
or higher. Students who have taken or who are taking Chemistry 251 concur-
rently will not receive credit for this course. The fall semester is intended for first-
and second-year students. Juniors and seniors are strongly encouraged to take this
course in the spring.
223a. Electric Fields and Circuits. Every spring. Spring 1997. Mr. Turner.
The basic phenomena of the electromagnetic interaction are introduced. The
basic relations are then specialized for a more detailed study of linear network
theory. Laboratory work stresses the fundamentals of electronic instrumentation
and measurement. Three hours of laboratory work per week.
Prerequisites: A grade of at least C in Physics 103 and previous credit or
concurrent registration in Mathematics 171 or higher, or permission of the
instructor.
227a. Waves and Quanta. Every fall. Fall 1996. Ms. Msall.
Wave motion occurs in many areas of physics. A discussion of basic wave
behavior and the principle of superposition leads to a study of wave propagation
and its relationship to coherence, interference, and diffraction. The wave model
of the atom provides an introduction to atomic spectra. The laboratory work
provides experience with optical methods and instruments.
Prerequisites: A grade of at least C in Physics 103 and previous credit or
concurrent registration in Mathematics 171 or higher, or permission of the
instructor.
228a. Modern Physics. Every spring. Spring 1997. Mr. Em ho .
An introduction to the basic concepts and laws of nuclear and particle ph\ sics,
covering the principles of relativity and quantum theory, particle accelerators,
nuclear structure and reactions, and the behavior of elementary particles. The
physics of radioactivity and the biological, medical, and ecological applications
of radiation arc given special emphasis through weekly laboratory exercises with
radioactive materials and nuclear instrumentation. Three hours o( laboratory
work per week.
Prerequisites: A grade of at least C in Physics 103 and previous credit or
concurrent registration in Mathematics 171 or higher, or permission of the
instructor.
22')a. statistical Physics. Every other fall. Fall l ul >7. The Departmi NT.
The course develops a framework capable o\' predicting the properties of
systems with many particles. This framework, combined with simple atomic and
molecular models, leads to an Understanding of such concepts as entropy,
Physics and Astronomy 169
absolute temperature, and the canonical distribution. Some probability theory is
developed as a mathematical tool.
Prerequisites: A grade of at least C in Physics 103 and previous credit or
concurrent registration in Mathematics 171 or higher, or permission of the
instructor.
240a. Modern Electronics. Every other fall. Fall 1996. Mr. Turner.
A brief introduction to the physics of semiconductors and semiconductor
devices, culminating in an understanding of the structure of integrated circuits.
Topics will include a description of currently available integrated circuits for
analog and digital applications and their use in modern electronic instrumenta-
tion. Weekly laboratory exercises with integrated circuits.
Prerequisite: A grade of at least C in Physics 103.
255a. Physical Oceanography. Spring 1997. Mr. Epstein.
An introduction to physical oceanography, and surface and internal waves.
Some attention is given to the problems of instrumentation and the techniques of
measurement.
Prerequisite: A grade of at least C in Physics 103.
262a. Astrophysics and Celestial Mechanics. Spring 1998. The Department.
A quantitative discussion that introduces the principal topics of astrophysics,
including stellar structure and evolution, planetary physics, and cosmology.
Prerequisite: A grade of at least C in Physics 103.
291a-294a. Intermediate Independent Study. The Department.
Topics to be arranged by the student and the staff. If the investigations concern
the teaching of physics, this course may satisfy certain of the requirements for the
Maine State Teacher's Certificate.
Prerequisite: Normally, a previous physics course at the 200 level.
300a. Methods of Theoretical Physics. Every spring. Spring 1 997. Mr. LaCasce.
Mathematics is the language of physics. Similar mathematical techniques
occur in different areas of physics. A physical situation may first be expressed in
mathematical terms, usually in the form of a differential or integral equation.
After the formal mathematical solution is obtained, the physical conditions
determine the physically viable result. Examples are drawn from heat flow,
gravitational fields, and electrostatic fields.
Prerequisites: Mathematics 181 or 223, and Physics 223, 227, or 228, or
permission of the instructor.
310a. Introductory Quantum Mechanics. Every fall. Fall 1996. Mr. Turner.
An introduction to quantum theory, solutions of Schroedinger equations, and
their applications to atomic systems.
Prerequisites: Physics 227 and 300.
320a. Electromagnetic Theory. Every other fall. Fall 1997. The Department.
First the Maxwell relations are presented as a natural extension of basic
experimental laws; then emphasis is given to the radiation and transmission of
electromagnetic waves.
Prerequisites: Physics 223 and 300, or permission of the instructor.
170 Courses of Instruction
350a. Solid State Physics. Fall 1997 or Spring 1998. The Department.
The physics of solids, including crystal structure, lattice vibrations, and energy
band theory.
Prerequisite: Physics 310.
370a. Advanced Mechanics. Every other fall. Fall 1996. Mr. Epstein.
A thorough review of particle dynamics, followed by the development of
Lagrange's and Hamilton's equations and their applications to rigid body motion
and the oscillations of coupled systems.
Prerequisite: Physics 300 or permission of the instructor.
380a. Elementary Particles and Nuclei. Usually every other spring.
Spring 1997. Mr. Emery.
The phenomenology of elementary particles and of nuclei, their structure and
interactions, the application of symmetry principles, and the experimental meth-
ods used in these fields.
Prerequisite: Physics 310.
401a-404a. Advanced Independent Study. The Department.
Topics to be arranged by the student and the staff.
Prerequisite: Normally, a previous physics course at the 300 level.
451a-452a. Honors. The Department.
Programs of study are available in semiconductor physics, microfabrication,
superconductivity and superfluidity, the physics of metals, general relativity,
biophysics, and nuclear physics. Work done in these topics normally serves as the
basis for an honors paper.
Prerequisite: Physics 310.
Psychology
Professors Visiting Assistant Professors
Alfred H. Fuchs, Chair Daniel D. Kurylo
Barbara S. Held R. Brooke Lea
Melinda Y. Small Adjunct Assistant Professor
Associate Professors Donna B. Hayashi
Suzanne B. Lovett
Paul E. Schaffnert
Students in the Department of Psychology may elect a major within the psychol-
ogy program, or they may elect an interdisciplinary major in ncuroscicncc.
BpOI180red jointly by the Departments Of Psychology and Biology (see Neuro-
Bcience, pages 160-61). The program in psychology examines contemporary
perspectives on principles of human behavior, in areas ranging from cognition,
language, and neurophysiology to interpersonal relations, psychopathology, and
problem solving. Its approach emphasizes scientific methods of inquiry and
analysis.
Psychology 171
Requirements for the Major in Psychology
The psychology major includes a total of nine courses numbered 100 or above.
These courses are selected by students with their advisors and are subject to
departmental review. The nine courses include Psychology 101, Psychology
250; two psychology laboratory courses numbered 260-279, which must be taken
after statistics and if possible before the senior year; and two courses numbered
300-399. Majors are encouraged to consider an independent study course on a
library, laboratory, or field research project during the senior year.
Students who are considering a major in psychology are encouraged to enroll
in Psychology 101 during their first year at Bowdoin and to complete Psychology
250 in the spring of their first year or the fall of their second year. Those who plan
to study away from campus for one or both semesters of their junior year should
complete at least one laboratory course before leaving for their off-campus
experience and should plan to enroll in two 300-level courses after returning to
campus.
Requirements for the Minor in Psychology
The psychology minor consists of five courses numbered 1 00 or above, including
Psychology 101, Psychology 250, and one psychology laboratory course.
Students who are interested in teaching as a career should consult with the
Department of Education for courses to be included in their undergraduate
program. Ordinarily, students of education will find much of relevance in
Psychology 210, 214, 219, 270, and 361; these courses cover the topics usually
included in educational psychology. In addition, prospective teachers may find
Psychology 211, 212, 271, and 320 compatible with their interests and helpful in
their preparation for teaching.
Requirements for the Major in Neuroscience
See Neuroscience, pages 160-61.
COURSES IN PSYCHOLOGY
Introductory Course
101b. Introduction to Psychology. Every fall. Ms. Lovett and Mr. Lea. Every
spring. Mr. Fuchs and Ms. Held.
A general introduction to the major concerns of contemporary psychology,
including physiological psychology, perception, learning, cognition, language,
development, personality, intelligence, and abnormal and social behavior. Rec-
ommended for first- and second-year students. Juniors and seniors should enroll
in the spring semester.
172 Courses of Instruction
Intermediate Courses
210b. Infant and Child Development. Every spring. Ms. Lovett.
A survey of major changes in psychological functioning from conception
through childhood. Several theoretical perspectives are used to consider how
physical, personality, social, and cognitive changes jointly influence the develop-
ing child's interactions with the environment. Students have the option of either
a) participating in a three-hour weekly practicum at a local daycare center or b)
planning and conducting research projects.
Prerequisite: Psychology 101.
211b. Personality. Every fall. Ms. Held.
A comparative survey of theoretical and empirical attempts to explain person-
ality and its development. The relationships of psychoanalytic, interpersonal,
humanistic, and behavioral approaches to current research are considered.
Prerequisite: Psychology 101.
212b. Social Psychology. Every spring, but not offered in Spring 1997.
Spring 1998. Mr. Schaffner.
A survey of theory and research on psychological aspects of social behavior.
Topics include conformity, self-concept, social cognition, attitudes, prejudice
and racism, interpersonal relationships, and cultural variations in social behavior.
Prerequisite: Psychology 101 or Sociology 101.
213b. Adult Development and Aging. Every fall. Mr. Fuchs.
An examination of research and theory relevant to the understanding of the
changes that occur from early adulthood to later years. Particular emphasis is
placed on issues in the research on aging and changes in individual functioning
associated with age.
Prerequisite: Psychology 101.
214b. Learning and Behavior. Every fall. Mr. Fuchs.
Examines the methodologies, phenomena, and theories of classical and
operant conditioning and current research on animal cognition.
Prerequisite: Psychology 101.
219b. Human Learning, Memory, and Thinking. Every fall. Ms. Smai i .
The factors that influence our acquisition ami use of knowledge and cognitive
skills are examined. Topics include attention, intelligence, imagery, comprehen-
sion, cognitive strategies, individual differences, motivation, problem solving,
and creativity.
Prerequisite: Psychology 101.
1 222b. Law and Psychology.]
1 223b. Psychology of Politics.]
245a. Muniiin Neuropsychology. Every fall. Mr. Ki rylo.
A Burvej i>i the effects iA brain injury on an individual's psychological
functioning. Neurological disorders SUCh as stroke, penetrating head injury.
Closed head injury, anil neurodegenerative diseases are examined. Emphasis is
Psychology 173
placed on the clinical assessment of changes and impairments in psychological
functioning that result from injury. Students participate in a simulated assessment
of patients with neurological disorders.
Prerequisite: Psychology 101 or Biology 104.
247a. Physiological Psychology. Every fall. Mr. Kurylo.
An introductory survey of the biological correlates of basic psychological
processes. An examination is first made of neural physiology and central nervous
system anatomy. Topics then include sensory/motor systems, mechanisms of
sleep, memory, split-brain patients, effects of psychoactive drugs, and the
physiological basis of thought disorders. Demonstrations of brain anatomy and
cortical activity are provided.
Prerequisite: Psychology 101 or Biology 104.
249a. Visual Neuroscience. Every other year. Fall 1997. Mr. Kurylo.
Examines the major issues in the study of the visual system. Studies how
physical stimuli are transduced into neural signals and how the brain processes
these signals to derive our vibrant and detailed perception of the visual world.
Visual information processing is examined separately at the retinal, precortical,
sensory cortical, and cortical association levels. The impact of neuropathology at
each level of processing on visual perception is also discussed. A review is made
of current research literature in the fields of neurophysiology, psychophysics, and
anatomy as they relate to the visual system. Topics include the perception of color,
motion, depth, and form.
Prerequisite: Psychology 101 or Biology 104.
250b. Statistical Analysis. Every fall. Ms. Lovett. Every spring. Mr. Kurylo.
An introduction to the use of descriptive and inferential statistics and design
in behavioral research. Weekly laboratory work in computerized data analysis.
Required of majors no later than the junior year, and preferably by the sophomore
year. Enrollment limited to 32 students.
Prerequisite: Psychology 101.
Courses that Satisfy the Laboratory Requirement
- 260b. Abnormal Personality. Every spring. Ms. Held.
A general survey of the nature, etiology, diagnosis, and treatment of common
patterns of mental disorders. The course may be taken for one of two purposes:
Section A. Laboratory course credit.
Prerequisites: Psychology 101, 211, and 250. Enrollment limited to 14
students, who will participate in a supervised practicum at a local psychi-
atric unit.
Section B. Non-laboratory course credit.
Prerequisite: Psychology 101 and 21 1. Participation in the practicum is
optional, contingent upon openings in the program.
1 74 Courses of Instruction
270b. Cognition. Every fall. Mr. Lea.
An analysis of research methodology and experimental investigations in
cognition, which includes attention, memory, comprehension, thinking, and
problem solving. Laboratory work, including experimental design.
Prerequisites: Psychology 101 and 250.
271b. Language Development. Every spring. Ms. Lovett.
Major aspects of how we produce and understand language are considered by
examining research and theory concerning how language develops in both normal
and atypical populations and how early language is similar to and different from
adult language. Students design and execute research projects in weekly labora-
tory work.
Prerequisites: Psychology 101, 210, and 250.
272b. Research in Social Behavior. Every fall. Not offered in Fall 1996.
Mr. Schaffner.
A laboratory course on research design and methodology in social and
personality psychology, focusing on a topic of current theoretical importance.
Students plan and carry out original research.
Prerequisites: Psychology 211 or 212, and 250.
273a. Sensation and Perception. Every spring. Mr. Kurylo.
A survey of the basic phenomena and problems of perception and sensory
psychology. Topics include experimental measurements; coding of qualities such
as color, form, pitch, touch, and pain; the influence of early experience and
attention; and an examination of abnormal perceptions (dyslexia, aphasia, etc.),
including their diagnosis and treatment. There will be a weekly lab.
Prerequisite: Psychology 101 and 250.
Advanced Courses
300b. Topics in Psychology: The Psychology of Language and
Communication. Spring 1997. Mr. Lea.
An examination of psychological factors that affect the comprehension of oral
and written language. Topics include the origins of language, how language can
control thought, the role of mutual knowledge in comprehension, principles that
underlie coherence in discourse, the role of inferences in text comprehension,
how figurative language is understood, and the potential role of gender in
comprehension failures. Readings from psycholinguistics, philosophy,
sociolinguistics, grader studies, social psychology, and cognitive psychology,
l-.inphasis is placed M available research methods so that Students can design an
original study.
Prerequisite: Psychology 270 or 271, or permission of the instructor.
3l()b. Clinical Psychology. Ever) fall. Ms. Hi i d,
The history and development of clinical psychology, including an emphasis on
current controversies regarding ethical and legal issues. Major portions of the
course ate devoted to theory and research concerning psychological assessment
and types of psycho! hcrapics.
Prerequisite: Psychology 211 and 260.
Psychology 175
311b. History of Psychology. Every spring. Mr. Fuchs.
An examination of the historical development of the methods, theories, and
data of psychology as it has emerged as a field of inquiry, an academic discipline,
and a profession in the past 150 years.
Prerequisites: Psychology 101, 250, one laboratory course, and an additional
course numbered 200 or above.
312a. Cognitive Neuroscience. Every spring. Mr. Kurylo.
A survey of modern interdisciplinary approaches to examining high-order
cognitive functions. Topics include functional neural imaging techniques (e.g.,
fMRI, PET), modern theories of cortical function, strategy formation and behav-
ioral control, mental imagery and spatial cognition, attention and consciousness,
and abstract reasoning.
Prerequisite: Psychology 247 (or Psychobiology 265) or Psychology 245 (or
Psychobiology 245).
[315a. Sensory/Motor Transformation.]
320b. Social Development. Every other year. Fall 1996. Ms. Hayashi.
The development of social behavior and social understanding from infancy to
early adulthood. Emphasis on empirical research and related theories of social
development. Topics include the development of aggression, altruism, morality,
prejudice and racism, sex-role stereotypes and sex-appropriate behavior, and peer
relationships, as well as the impact of parent-child relationships on social
development.
Prerequisites: Psychology 101, 210, 250, and one laboratory course.
325b. Organizational Behavior. Every spring, but not offered in Spring 1997.
Spring 1998. Mr. Schaffner.
Examines how people experience work in modern human organizations.
Topics include motivation, performance, commitment, and satisfaction; affect
and cognition at work; interpersonal influence; coordination of activity; anticipa-
tion, planning, and decision making; organization-environment dynamics; and
the enactment of organizational change. Organizations studied include student
athletic clubs, fast-food restaurants, automobile manufacturers, battered women's
" shelters, nuclear aircraft carriers, amusement parks, and others.
Prerequisite: Psychology 101, one psychology course numbered 260-279, or
permission of the instructor.
361b. Children's Learning and Cognitive Development. Every spring.
Ms. Small.
Examines the development of mental representation, learning, and cognitive
processes from infancy to early adulthood. Emphasis on experimental research
and related theories of cognitive development and learning. Topics include
perception, memory, beliefs, comprehension, learning strategies, reasoning, and
problem solving.
Prerequisites: Psychology 210 or 219, and 250.
291b-294b. Intermediate Independent Study.
401b-404b. Advanced Independent Study and Honors.
176 Courses of Instruction
Religion
Professors Associate Professor
John C. Holt Irena S. M. Makarushka. Chair
Burke O. Long Joint Appointment with
Africans Studies
Instructor Eddie S. Glaude. Jr.
The Department of Religion offers students opportunities to study the major
religions of the world, East and West, ancient and modern, from a variety of
academic viewpoints and without sectarian bias.
Each major is assigned a departmental advisor who assists the student in
formulating a plan of study in religion and related courses in other departments.
The advisor also provides counsel in career planning and graduate study.
Requirements for the Major in Religion
The major consists of at least eight courses in religion approved by the depart-
ment. Required courses include Religion 101 (Introduction to the Study of
Religion); three courses at the 200 level distributed so as to include the study of
Western religions and cultures as well as Asian religions and cultures; and one
advanced topics seminar numbered 390. In addition, candidates for honors must
register for a ninth course, advanced independent study, as part of their honors
projects. (See below, "Honors in Religion.")
No more than one first-year seminar may be counted toward the major.
Religion 101 should be taken by the end of the sophomore year. In order to enroll
in the 390-level seminar, a major normally will be expected to have taken four of
the eight required courses. This seminar is also open to qualified nonmajors with
permission of the instructor.
Honors in Religion
Students contemplating honors candidacy should possess a record of distinction
in departmental courses, including those that support the project, a clearly
articulated and well-focused research proposal, and a high measure of motivation
and scholarly maturity. Normally, proposals for honors projects shall be submit-
ted lor departmental approval along with registration for advanced independent
study, and in any case no later than the end of the second week of the semester in
which the project is undertaken. It is recommended, however, that honors
candidates incorporate work from the major seminar (Religion 390 or higher) as
pari ill their honors projects, or complete two semesters of independent study in
preparing research papers lor honors consideration. In this latter case, proposals
are due no later than the second week of the fall semester of the senior year.
Requirements for the Minor in Religion
A minor consists ol five courses -Religion 101, lour courses at the 200 level or
higher; among these electivea beyond Religion 101, ai least one course shall be
in Westein religions and cultures and one in Asian religions and cultures.
Religion 111
First- Year Seminars
These courses are introductory in nature, focusing on the study of a specific
aspect of religion, and may draw on other fields of learning. They are not intended
as prerequisites for more advanced courses in the department unless specifically
designated as such. They include readings, discussions, reports, and writing.
Topics change from time to time to reflect emerging or debated issues in the study
of religion.
Enrollment is limited to 16 students for each seminar. First-year students are
given priority for available spaces. For a full description of the following first-
year seminars, see page 116.
10c. Adam and Eve and the Moral of the Story. Spring 1 997. Ms. Makarushka.
12c,d. Religions of India in Contemporary Literature. Spring 1 998 . Mr. Holt.
(Same as Asian Studies 12.)
Introductory Course
101c. Introduction to the Study of Religion. Fall 1996. Mr. Holt. Spring 1997.
Mr. Long.
Basic concepts, methods, and issues in the study of religion, with special
reference to examples comparing and contrasting Eastern and Western religions.
Lectures, discussions, and readings in classic texts and modern interpretations.
Intermediate Courses
202c. Judaic Origins. Fall 1996. Mr. Long.
A study of the varieties of Jewish religion in the Graeco-Roman world and the
emergence of rabbinic Judaism. Considers paradigmatic texts and events that
shaped early Jewish thought and practice, and which influence modern practice
and scholarly investigations of Jewish origins. Analysis of primary sources along
with modern interpretations.
203c. Christian Origins. Spring 1997. Mr. Long.
A study of the varieties of Christian expression in relation to other cultures of
. the Graeco-Roman world. Considers paradigmatic texts that shaped early Chris-
tian thought and practice, and which continue to influence contemporary Chris-
tianity as well as modern investigations of Christian beginnings. Analysis of
primary sources along with modern interpretations.
205c. The Bible and Liberationist Thought. Fall 1996. Mr. Long.
An exploration of influential texts from the Bible and their role in shaping
values and cultural attitudes. Analysis of interpretations by African-American,
Latin American, and feminist scholars who seek biblical warrant for social
change. Attention is also given to writers who reject biblical authority while
dealing with the powerful presence of the Bible in current debates.
220c,d. Hinduism. Fall 1996. Mr. Holt.
A study of traditional Hindu culture (philosophy, mythology, art, ritual, yoga,
devotionalism, and caste) in the ancient and medieval periods of India's religious
history. (Same as Asian Studies 240.)
178 Courses of Instruction
22 led. Religion and Literature in Modern South Asia. Spring 1997.
Mr. Holt.
Twentieth century works of fiction reflecting the ways in which Hinduism and
Buddhism have been understood socially (gender, caste, and class), politically
(reactionary or revolutionary), psychologically (functional or dysfunctional), and
philosophically (soterioloically and cosmologically). (Same as Asian Studies
241.)
222c,d. Buddhist Thought. Fall 1997. Mr. Holt.
An examination of the principal Buddhist categories of thought as these arise
in representative genres of Buddhist literature, including the Pali Nikayas of
Theravada tradition and the Sanskrit Sutras of Mahayana. (Same as Asian
Studies 242.)
249c. Western Religious Thought. Fall 1996. Ms. Makarushka.
A study of the significant ideas and texts of the ancient Greek tradition,
Judaism. Christianity, and Islam. Diversity within traditions, as well as similari-
ties and differences among them, is emphasized. Selected texts include dialogue,
sacred scriptures, poetry, mystical writings, treatise, fiction, and artworks. Focus
on how historical and cultural contexts contribute to the construction of concepts
such as virtue, wisdom, and holiness.
250c. Western Religion and Its Critics. Spring 1997. Ms. Makarushka.
A study of modern and postmodern challenges to Western religious traditions.
Readings from works of Hume. Darwin, Feuerbach. Marx, Nietzsche, and Freud,
and liberation theologies including feminism.
251c. The Problem of Evil. Fall 1997. Ms. Makarushka.
Explores Western myths and symbols of evil that express the experience of
defilement, sin, guilt, and suffering as disclosed in a wide range of religious,
philosophical, and literary texts and films. Reflection on questions concerning the
existence of God, human finitude, and the cultural construction of normative
values.
260c,d. Religious History of African Americans. Fall 1996. Mr. Glaude.
History and role of religion among African Americans from slavery to the
present. Inquiry into the significance of modernity and postmodernity on the
religious experience of African Americans. Focus on major topics, including:
transmission and transformation of African religions in the Americas: religious
culture of slaves and slaveholders in the antebellum South; development of
independent black chinches in the early nineteenth century: effects of emancipa-
tion, migration, and urbanization upon black religious life; relation of race,
religion, and American nationalism (both white and black). (Same as Africana
Studies 250.)
Religion 179
261c. Prophecy and Social Criticism in the United States. Spring 1997.
Mr. Glaude.
Examination of the religious and philosophical roots of prophecy as a form of
social criticism in American intellectual and religious history. Max Weber, Eric
Voeglin, Sacvan Bercovitch, and Michael Walzer serve as key points of departure
in assessing prophetic criticism's insights and limitations. Focus on the role of
black prophetic critics such as James Baldwin, Martin L. King, Jr., and Cornel
West in confronting issues of race, economic disparity, and mass culture, and
themes such as American exceptionalism and white supremacy. (Same as
Africana Studies 251.)
262c,d. Race and African- American Thought. Fall 1996. Mr. Glaude.
An interdisciplinary examination of the complex array of African- American
cultural practices from slavery to postmodern times. Close readings of classic and
contemporary texts of African-American experiences and the encounter with
issues such as dread, death, and despair; joy, hope, and triumph. Readings will
include works from W.E.B. Du Bois, Cornel West, Orlando Paterson, Paula
Giddins, Richard Wright, and James Baldwin. (Same as Africana Studies 252.)
Advanced Courses
The following courses study in depth a topic of limited scope but major
importance, such as one or two individuals, a movement, type, concept, problem,
historical period, or theme. Topics change from time to time. Courses may be
repeated for credit with the contents changed. Religion 390 is required for majors,
and normally presupposes that four of eight required courses have been taken.
323c,d. Buddhism, Culture, and Society in South and Southeast Asia.
Spring 1998. Mr. Holt.
A study of the ways in which Buddhist religious sentiments are expressed
aesthetically and politically within the social and cultural histories of India, Sri
Lanka, Burma, and Thailand. Emphasis on the transformation of Buddhism from
a world-renouncing ethic to a foundational ideology of society and culture. (Same
as Asian Studies 343.)
Prerequisite: Religion 101 or 222 or permission of the instructor.
330c,d. The Quest for a Nation: Black Nationalism and America. Spring
1998. Mr. Glaude.
Exploration of the concept of nation in the popular and political imagination
of nineteenth and twentieth century African-American intellectuals. Focus on key
figures of each period and on historical events that track the various uses of the
word. Emphasis on the processes of transfer that take place between religious and
racial identities that yield the national community are explored from two distinc-
tive angles: white and black America. (Same as Africana Studies 330.)
Prerequisite: Religion 101 and one additional course in religion, or permission
of the instructor.
180 Courses of Instruction
380c,d. Recent Studies in South and Southeast Asian Religions and Cultures.
Spring 1997. Mr. Holt.
A critical reading of recent monographs and ethnographies by leading scholars
focusing on important problems of contemporary interest in the interdisciplinary
study of Hinduism, Buddhism, and Islam in South and Southeast Asia (religion
in the Hindu family, women's spirituality, life passages, popular worship of
Ganesa and Krsna. Sikh identity, rise of Islam, and Buddhist beliefs and practices
in Southeast Asia), followed by the writing of a term paper on a topic selected by
students in consultation with the instructor. (Same as Asian Studies 380.)
Prerequisite: Religion 101 or permission of the instructor.
390c. Advanced Topics in Religion.
Word and Image. Fall 1996. Ms. Makarushka.
Reading of visual images (painting, sculpture, and film) that
"narrate" culturally constructed interpretations of significant texts
of Western and Asian religious traditions. Critical exploration of text
and context through a multiplicity of postmodern interpretative
frameworks, including feminism and deconstruction. Discussion of
how meaning — the "truth" of the text — both reflects and shapes
cultural values and notions of normativity. Focus on the politics of
representation.
Prerequisites: Any two courses in religion, or permission of the
instructor.
Theories About Religion. Fall 1997. Mr. Holt.
A seminar investigating the various ways in which religion has
been understood theoretically (non-apologetically) in the intellec-
tual traditions of the West from the sixteenth century to the present.
Readings include works of Freud, Durkheim (and their European
predecessors), Weber, Marx, James, Eliade, and Geertz, among
others. Emphasis is placed on developing one's own theoretical
approach to religious phenomena. A substantial seminar paper is
required.
Prerequisite: Religion 101 or permission of the instructor.
291c-294c. Intermediate Independent Study. The Department.
401 -404c. Advanced Independent Study and Honors. The DEPARTMENT.
Professor
John H. Turner
Associate Professors
Janice A. Jaffe, Chair
Robert R. Nunn**
William C. VanderWolk
Romance Languages
Romance Languages
Assistant Professors
Marie E. Barbierif
Leakthina Oilier
Instructor
Enrique Yepes
Visiting Instructors
Sarah M. Nelson
Veronica M. Azcue
181
Lecturer
Rosa Pellegrini
Teaching Fellows
Ana Martin
Agnes Boury
Virginie Le Gall
The Department of Romance Languages offers courses in French, Spanish, and
Italian language, literature, and culture. Native speakers are involved in most
language courses. Unless otherwise indicated, all literature courses are conducted
in the respective language.
Study Abroad
A period of study in an appropriate country, usually in the junior year, is strongly
encouraged for all students of language. Bowdoin College is affiliated with a wide
range of programs abroad, and interested students should seek the advice of a
member of the department early in their sophomore year.
Independent Study
This is an option primarily intended for students who are working on honors
projects. It is also available to students who have taken advantage of the regular
course offerings and wish to work more closely on a particular topic. Independent
study is not an alternative to regular course work. An application should be made
to a member of the department prior to the semester in which the project is to be
undertaken and must involve a specific proposal in an area in which the student
can already demonstrate knowledge.
Honors in Romance Languages
Majors may elect to write an honors project in the department. This involves two
semesters of independent study in the senior year and the writing of an honors
.essay and its defense before a committee of members of the department.
Candidates for department honors should also have a strong record in other
courses in the department.
Requirements for Majors in Romance Languages
Students may declare a major in French or in Spanish or in Romance languages
(with courses in both French and Spanish). For students of the Class of 1998 and
after, the major will consist of nine courses more advanced than French 204 or
Spanish 204. (For others, the major consists of eight courses.) It is expected that
majors who are not writing an honors project will enroll in a 300-level course in
their senior year. All majors are required to take a 351 course. No more than two
courses may be in independent study, and no fewer than five Bowdoin courses
should be taken. Prospective majors are expected to have completed French or
Spanish 205 and 209 before the end of their sophomore year.
1 s2 Courses of Instruction
Requirements for the Minor in Romance Languages
The minor consists of three Bowdoin courses in one language above 204.
Placement
Students who plan to take French or Spanish must take the appropriate placement
test at the beginning of the fall semester.
FRENCH
101c. Elementary French I. Every fall. Fall 1996. Ms. VanderWolk.
A study of the basic forms, structures, and vocabulary. Emphasis on listening
comprehension and spoken French. Three hours per week, plus regular language
laboratory assignments and conversation sessions.
Prerequisite: French 101 primarily is open to first- and second-year students
who have had two years or less of high school French. A limited number of spaces
are available for juniors and seniors.
102c. Elementary French II. Every spring. Spring 1997. The Department.
A continuation of French 101. A study of the basic forms, structures, and
vocabulary. Emphasis on listening comprehension and spoken French. During
the second semester, more stress is placed on reading and writing. Three hours per
week, plus regular language laboratory assignments and conversation sessions.
Prerequisite: French 101 or equivalent.
203c. Intermediate French I. Every fall. Fall 1996. Mr. Nunn.
A review of basic grammar, which is integrated into more complex patterns of
written and spoken French. Short compositions and class discussions require
active use of students' acquired knowledge of French.
Prerequisite: French 102 or placement.
204c. Intermediate French II. Every spring. Spring 1997. The Department.
Continued development of oral and written skills; course focus shifts from
grammar to reading. Short readings from French literature, magazines, and
newspapers form the basis for the expansion of vocabulary and analytical skills.
Active use of French in class discussions and conversation sessions with French
assistants.
Prerequisite: French 203 or placement.
205c. Advanced French I. Every fall. Fall 1996. Ms. Nelson.
An introduction to a variety of writing styles and aspects of French culture
through readings o\ literary texts, magazines, and newspapers. Emphasis on
studenl participation, including short presentations and frequent short papers.
Prerequisite: French 204 or placement.
1 208c. French and Francophone Cultures.]
Romance Languages 1 83
209c. Introduction to the Study and Criticism of French Literature.
Spring 1997. The Department.
An introduction to the appreciation and analysis of the major genres of
literature in French through readings and discussions of important works from the
Renaissance to the twentieth century. Students are introduced to critical ap-
proaches to literature in general and to French literature in particular. Writers
likely to be considered include Ronsard, La Fontaine, Moliere, Voltaire, Flaubert,
Sartre, and Yourcenar. Conducted in French.
Prerequisite: French 205 or placement.
210c. Introduction to French Literary History. Fall 1996. Ms. Nelson.
A chronological overview of France's rich literary tradition, fxomLa Chanson
de Roland to contemporary works. Students are introduced to major authors and
literary movements, as well as their historical context. Conducted in French.
Prerequisite: French 205 or permission of the instructor.
[312c. French Thought: Penseurs, Moralistes, Philosophes.]
[313c. Poetry and Society.]
315c. French Drama I. Fall 1996. Mr. Nunn.
French drama of the seventeenth and eighteenth centuries. A survey of
classicism and the major new currents of the eighteenth century. Plays by
Cornielle, Moliere, Racine, Marivaux, Beaumarchais, and others are studied.
Close interpretive reading of texts and viewing of taped performances. Conducted
in French.
Prerequisite: French 209 or permission of the instructor.
317c. The French Novel in the Nineteenth Century (The French Novel I).
Fall 1996. Mr. Nunn.
Women writing about women and men writing about women. Authors include
De Stael, Stendhal, Balzac, Sand, and Flaubert.
Prerequisite: French 209 or permission of the instructor.
319c. French Women Writers. Fall 1996. Ms. Ollier.
An exploration of female identity and narrative through the fictional and
- autobiographical writings of twentieth-century French women authors. Focuses
on the representation of love, desire, the mother-daughter relationship, alienation,
and transgression. Writers may include Colette, Simone de Beauvoir, Marguerite
Duras, Nathalie Sarraute, Marguerite Yourcenar, Christiane Rochefort, Annie
Ernaux, and Daniele Sallenave.
Prerequisite: French 209 or permission of the instructor.
320-329c. Topics in French and Francophone Literature. Every year. The
Department.
Designed to provide students who have a basic knowledge of literature in
French the opportunity to study more closely an author, a genre, or a period.
French 320-329 may be repeated for credit with the contents changed. Con-
ducted in French.
1 84 Courses of Instruction
321c. Rebirth: The Old Made New in French Renaissance Literature.
Spring 1997. Ms. Nelson.
Readings from one of the periods of greatest literary and social change in
French history, the sixteenth century. Main topics are a new world in literature;
male and female writers who adopt and adapt poetic models; and the rebirth of a
"modern literary self." Writers may include Marguerite de Navarre. Rabelais.
Sceve, Pernette du Guillet, Labe. Ronsard, Du Bellay, Madeleine and Catherine
des Roches. Montaigne, and D'Aubigne.
Prerequisite: French 209 or permission of the instructor.
322c. The Hexagon Inside Out: Francophone Literature and Contemporary
Minority Writing in France. Spring 1997. Ms. Ollier.
Begins with a study of Francophone writers from the African continent, the
Caribbean, and Southeast Asia. Attention is placed on the notions of identity, race,
language, culture, gender, colonialism, and post-colonialism. Proceeds to the
analysis of texts written in France by minority authors, which serve as testimonies
of issues facing minorities in contemporary France, such as integration, racism,
and the search for one's own cultural identity. Writers may include Patrick
Chamoiseau, Mariama Ba, Tahar Ben Jelloun, Assia Djebar, Soni Labou Tansi,
Marie Ndiaye, Ousmane Sembene, Calixthe Beyala, Linda Le, and Rachid
Boudjedra.
Prerequisite: French 209 or permission of the instructor.
351c. Senior Seminar for French Majors.
The seminar offers students the opportunity to synthesize work done in
courses at Bowdoin and abroad. The topic will change each year.
This course is required for the major in French or Romance languages.
French Cinema. Fall 1996. Mr. VanderWolk.
Twentieth-century France seen through films by major French
directors such as Renoir, Truffaut, Godard, Duras, and Malle. Close
study of the adaptation of literary texts to the movie screen.
401c-404c. Independent Study. The Department.
ITALIAN
101c. Elementary Italian I. Every fall. Fall 1996. Ms. Pellegrini.
Three class hours per week, plus drill sessions and language laboratory
assignments. Study of the basic forms, structures, and vocabulary. Emphasis is on
listening comprehension and spoken Italian.
102c. Elementary Italian II. Every spring. Spring 1997. Ms. PELLEGRINI.
( 'oiitinuation ol Italian 101. Three class hours per week, plus drill sessions
and language laboratory assignments. Study of the basic forms. Structures, and
vocabulary. More attention is paid to reading and writing.
Prerequisite: Kalian 10 1 or equivalent.
Romance Languages 185
203c. Intermediate Italian I. Every fall. Fall 1996. Ms. Pellegrini.
Three class hours per week and one weekly conversation session with
assistant. Aims to increase fluency in both spoken and written Italian. Grammar
fundamentals are reviewed. Class conversation and written assignments are
based on contemporary texts of literary and social interest.
Prerequisite: Italian 102 or permission of the instructor.
204c. Intermediate Italian II. Every spring. Spring 1997. Ms. Pellegrini.
Three class hours per week and one weekly conversation session with
assistant. Aims to increase fluency in both spoken and written Italian. Grammar
fundamentals are reviewed. Class conversation and written assignments are
based on contemporary texts of literary and social interest.
Prerequisite: Italian 203 or permission of the instructor.
SPANISH
101c. Elementary Spanish I. Every fall. Fall 1996. Ms. Jaffe.
Three class hours per week, plus drill sessions and laboratory assignments. An
introduction to the grammar of Spanish, aiming at comprehension, reading,
writing, and simple conversation. Emphasis is on grammar structure, with
frequent oral drills.
Prerequisite: Spanish 101 is open to first- and second-year students who have
had less than two years of high school Spanish. Juniors and seniors who wish to
take Spanish 101 must request the permission of the instructor in writing before
the end of the registration period.
102c. Elementary Spanish II. Every spring. Spring 1997. Mr. Turner.
Continuation of Spanish 101. Three class hours per week, plus drill sessions
and laboratory assignments. An introduction to the grammar of Spanish, aiming
at comprehension, reading, writing, and simple conversation. More attention is
paid to reading and writing.
Prerequisite: Spanish 101 or equivalent.
203c. Intermediate Spanish I. Every fall. Fall 1996. The Department.
Three class hours per week and a conversation session with the teaching
assistant. Grammar fundamentals are reviewed. Class conversation and written
assignments are based on readings in modern literature.
Prerequisite: Spanish 102 or placement.
204c. Intermediate Spanish II. Every spring. Spring 1997. The Departmini.
Three class hours per week and a conversation session with the teaching
assistant. Grammar fundamentals are reviewed. Class conversation and written
assignments are based on readings in modern literature.
Prerequisite: Spanish 203 or placement.
186 Courses of Instruction
205c. Advanced Spoken and Written Spanish. Every fall. Mr. Turner.
Intended to increase proficiency in the four skills. A variety of texts is assigned
\\ ith the aim of improving speed and accuracy of reading, and they also serve as
the basis for controlled discussion aimed at spoken fluency. Visual media are used
to develop aural comprehension and as the basis for the study of culture. Frequent
written assignments.
Prerequisite: Spanish 204 or placement.
207c. Hispanic American Cultures. Fall 1996. Mr. Yepes.
A study of diverse cultural artifacts (literature, film, history, graffiti, and
journalism) intended to explore the ethnic and cultural heterogeneity of Latin
American societies from pre-Columbian times to the present, including the Latino
presence in the United States. Conducted in Spanish.
Prerequisite: Spanish 205 or permission of the instructor.
208c. Spanish Culture. Spring 1997. The Department.
Through the study of Spanish literature, film, history, and journalism, we
examine different aspects of Spanish culture, such as myths and stereotypes about
Spain and her people, similarities and differences between Spanish and American
cultures, and the characterization of contemporary Spain. Emphasis on close
analysis of primary materials. Conducted in Spanish.
Prerequisite: Spanish 205 or permission of the instructor. Students who have
taken a 300-level Spanish course may not take this course.
209c. Introduction to the Study and Criticism of Hispanic Literature.
Every spring. Ms. Jaffe.
Intended to develop an appreciation of the major genres of literature in Spanish
and to foster the ability to discuss them orally and in writing. Personal responses
as well as the use of critical methods are encouraged in discussions. Conducted
in Spanish.
Prerequisite: Spanish 205 or permission of the instructor.
311c. Medieval and Golden Age Spanish Literature. Every year. Spring 1 997.
Mr. Turner
Readings from the major writers of the Spanish Renaissance and the baroque
period. Conducted in Spanish.
Prerequisite: Spanish 209 or permission of the instructor.
312c Modern Spanish Literature. Every year. Fall 1996. The Department.
Readings from the major writers of Spanish literature from the eighteenth
cental) to the modem period. Conducted in Spanish.
Prerequisite: Spanish 209 or permission of the instructor.
313c,d. Indigenous and Hispanic Literature of Colonial Latin America.
Spring 1998. Ms. J ami.
An introduction to the literature of the encounter between indigenous and
Hispanic cultures in Latin America from the fifteenth through the eighteenth
centuries. Emphasis on understanding the cultural and racial heterogeneity of
Latin American society through its foundational lexis. Conducted in Spanish.
Prerequisite: Spanish 209 or permission ^\ the instructor.
Romance Languages 187
[314c,d. Modern Hispanic American Literature.]
320c-329c. Topics in Spanish and Hispanic American Literature I and II.
Every year.
Designed to provide students who have a basic knowledge of literature in
Spanish the opportunity to study more closely an author, a genre, or a period.
Spanish 320-329 may be repeated for credit with the contents changed. Con-
ducted in Spanish.
323c. Spanish American Short Story. Fall 1996. Mr. Yepes.
Studies the short story as a literary genre and as a social instrument in post-
colonial Spanish America. Emphasis on close reading to explore textual strategies
as well as issues of gender, class, identity, and empowerment. Authors include
Echeverria, Dario, Quiroga, Lugones, Bombal, Borges, Rulfo, Cortazar, Garcia
Marquez, Ferre, and Latino writers in the United States.
Prerequisite: Spanish 209 or permission of the instructor.
326c. Translation. Spring 1997. Ms Jaffe.
A practical introduction to translation as a communicative skill and literary art
that measurably enhances linguistic and cultural understanding. Conducted in
Spanish.
Prerequisite: Spanish 209 or permission of the instructor.
351c. Senior Seminar for Spanish Majors.
The seminar offers students the opportunity to synthesize work done in
courses at Bowdoin and abroad. The topic will change each year.
This course is required for the major in Spanish or Romance languages.
Hybrid Cultures: Mixture, Superimposition, Subordination?
Spring 1997. Mr. Yepes.
Contemporary Hispanic societies have been defined as "hybrid
cultures," since diverse ethnic and social components intermingle in
their aesthetic, religious, and socio-political practices. This amal-
gam is studied in form, art, and literature from Spain and the
Americas. What is the history of each specific interaction? How are
the issues of difference and identity negotiated in each context?
Oppositions such as "high" vs. traditional and native vs. foreign are
examined throughout the seminar.
401c^404c. Independent Study and Honors. The Department.
188 Courses of Instruction
Russian
Professor Associate Professor reaching Fellow-
Sane E. Knox-Voina. Chair Raymond H. Miller Leah G. Shulsky
Requirements for the Major in Russian Language and Literature
The Russian major consists of ten courses (eleven for honors). These include
Russian 101, 102 and 203, 204: five courses in Russian above Russian 204; and
one approved course in either Russian literature in translation or Slavic civiliza-
tion, or an approved related course in government, history, or economics (e.g.,
Government 230 and 271; History 217 and 218).
Study Abroad
Students are encouraged to spend at least one semester in Russia. There are
several approved summer and one-semester Russian language programs in
Moscow, St. Petersburg, and Kiev that are open to all students who have taken the
equivalent of two or three years of Russian. Other programs should be discussed
with the Russian Department. Students returning from study abroad will be
expected to take two courses in the Department unless exceptions are granted by
the Chair.
Advanced Independent Study
This is an option intended for students who wish to work on honors projects or
who have taken advantage of the regular course offerings and will work more
closely on a particular topic. Independent study is not an alternative to regular
course work. Application should be made to a member of the department prior to
the semester in which the project is to be undertaken and must involve a specific
proposal in an area in which the student can already demonstrate basic knowl-
edge. Two semesters of advanced independent studies are required for honors in
Russian.
Requirements for the Minor in Russian
The minor consists of seven courses (including the first two years of Russian).
Courses Taught in English Translation.
The department teaches several courses in English that focus on Russian history,
literature, and culture. These courses can be taken by non-majors and include a
first-year seminar and a series of 200-level courses: Russian 20, 215, and 220-
223.
Courses in Russian for Majors and Minors
101c. Elementary Russian I. Every fall. Fall 1996. Ms. Knox-Voina.
Emphasis on the acquisition of language skills through imitation and repeti-
tion of basic language patterns; the development of facility in speaking and
understanding simple Russian. Conversation hour with native speaker.
Russian 189
102c. Elementary Russian II. Every spring. Spring 1997. Mr. Miller.
Continuation of Russian 101. Emphasis on the acquisition of language skills
through imitation and repetition of basic language patterns; the development of
facility in speaking and understanding simple Russian. Conversation hour with
native speaker.
Prerequisite: Russian 101 or permission of the instructor.
203c. Intermediate Russian I. Every fall. Fall 1996. Mr. Miller.
A continuation of Russian 101, 102. Emphasis on maintaining and improving
the student's facility in speaking and understanding normal conversational
Russian. Writing and reading skills are also stressed. Conversation hour with
native speaker.
Prerequisite: Russian 101, 102 or permission of the instructor.
204c. Intermediate Russian II. Every spring. Spring 1997. Ms. Knox-Voina.
A continuation of Russian 203. Emphasis on maintaining and improving the
student's facility in speaking and understanding normal conversational Russian.
Writing and reading skills are also stressed. Conversation hour with native
speaker.
Prerequisite: Russian 101, 102 or permission of the instructor.
305c. Advanced Reading and Composition in Russian. Every fall.
Ms. Knox-Voina.
Intended to develop the ability to read Russian at a sophisticated level by
combining selected language and literature readings, grammar review, and study
of Russian word-formation. Discussion and reports in Russian. Conversation
hour with native speaker.
Prerequisite: Russian 203, 204 or equivalent.
306c. Topics Course: Advanced Reading and Composition II. Every other
spring. The Department.
A transition between Russian 305 and the advanced survey courses in Russian
literature (Russian 309 and Russian 310). Topics change depending upon the
specialty of the instructor and demand by students. To serve students who enter
the College with advanced standing in Russian, or Bowdoin students who have
spent their junior year in Russia. To build reading, comprehension, and written
skills. Alternates with Russian 310 (Modern Russian Literature) every other
spring. Short compositions and oral reports on themes of the course.
Prerequisite: Russian 305 or equivalent.
Siberian and Non-Russian Literature of the Former Soviet
Union.
Spring 1998. Ms. Knox-Voina.
Myths and short tales from small-numbered ethnic peoples of
northern Siberia written down in Russian during the Soviet period.
Short stories by writers V. Shukshin (Siberia), Chingiz Aitmatov
(Kyrgystan), Fazil Iskander (Abkhazia), and Svetlana Vasilenko
(Ukraine). Special emphasis on the Siberian spirit and character.
190 Courses of Instruction
Siberian cultures, traditions, and values, Shamanism, gender roles
and environment, pollution by Soviet industry, national movements,
Stalin's nationalities policy, changing social roles of women in
Central Asia, and Sovietization of ethnic peoples. Films such as
Dersu Uzola, Sibehada, Songs of Lenin, and Close to Eden supple-
ment reading materials.
309c. Nineteenth-Century Russian Literature. Every fall. Mr. Miller.
A survey of Russian prose of the nineteenth century. Special attention paid to
the development of Russian realism. Writers include Pushkin, Lermontov,
Gogol. Dostoevsky, and Tolstoy.
Prerequisite: Russian 305 or equivalent study abroad.
310c. Modern Russian Literature. Every other spring. Spring 1997.
Ms. Knox-Voina.
An examination of various works of modern Russian literature (Soviet and
emigre), with emphasis on the development of the short story. The differences and
similarities between prerevolutionary and contemporary Soviet literature are
discussed. Authors include Blok, Mayakovsky, Zoschenko, Platonov, Bulgakov,
Pasternak, Brodsky, Shukshin, Aksenov, and others. Short term papers.
Prerequisite: Russian 305 or study abroad.
315c. Translation of Russian Prose. Every other spring. Spring 1998.
Mr. Miller.
Focuses on the translation of Russian prose into English. Texts are selected
from nineteenth- and twentieth-century memoirs, political tracts, scholarly texts,
and at least one piece of belles lettres. Attention is given to development of
Russian reading skills; different theories of translation and typical translation
strategies; Russian grammatical structures and word groups that are especially
difficult to render into English; and the cultural significance of assigned texts.
Prerequisite: Russian 305 or equivalent.
316c. Russian Poetry. Spring 1997. Mr. Miller.
Examines various nineteenth- and twentieth-century Russian poets, including
Pushkin. Lermontov, Blok, and Mayakovsky; selections from eighteenth-century
poetry (Lomonosov and Derzhavin) are studied for comparison. Includes discus-
sion of Russian poetics and the cultural-historical context of each poet's work.
Reading and discussion are in Russian.
Prerequisite: Russian 305 or equivalent.
291c-294c. Intermediate Independent Study. Tin l)i iakimi \i
I pon demand, this course may be conducted as a small seminar for several
students in areas not covered in the above courses (e.g., the Russian media). This
course may be repeated for credit with the contents changed.
Prerequisite: Russian 305 or equivalent.
401c-404c Advanced Independent Study. The Dbpartmi nt.
Individual research m Russian studies. Major sources should be read in
Russian This course may be repeated lorcredit with the contents changed. A two-
semester projed is necessary for honors in Russian.
Prerequisite: Russian 309 or 310.
IN ENGLISH TRANSLATION
First- Year Seminar
For a full description of the following first-year seminar, see page 1 16.
20c. The Great Soviet Experiment through Film. Every other fall. Fall 1996.
Ms. Knox-Voina.
215c. Russia, the Slavs, and Europe. Every other spring. Spring 1997.
Mr. Miller.
An introduction to the cultural history of Russia and Eastern Europe, with
special emphasis on the unique position Russia has occupied within European
civilization. Specific topics include Russia's ethnic and linguistic background,
early Russian culture, the development of Russian religious and political thought,
and the problematic relationships that have existed between Russia, the other
Slavic nations, and the West. No prior study of European civilization is assumed.
220c. Nineteenth-Century Russian Literature. Every other fall. Fall 1997.
Mr. Miller.
Traces the development of Russian realism and the Russian novel. Specific
topics include the pre-nineteenth-century literary background, the origins of
realism as a movement, and the intellectual and political milieu of the time.
Writers to be read include Pushkin, Lermontov, Gogol, Goncharov, Dostoevsky,
and Tolstoy. Russian majors are required to do some of the reading in Russian.
221c. Russian Culture Through Visual Media: The Great Soviet Experi-
ment. Every other spring. Spring 1998. Ms. Knox-Voina.
Explores twentieth-century Russian culture through film, art, architecture, and
literature. Examines the avant garde of the 1920s and the Bolsheviks' attempts to
build a radical new society; the Stalin era and Socialist Realism; the "thaw"; and
glasnost'. Topics include scientific Utopias; eternal revolution; individual free-
dom, collectivism; conflict between the intelligentsia and the common man; the
"new Soviet woman"; nationalism; and the demise of the Soviet Union. Works of
Eisenstein, Vertov, Tarkovsky ; Kandinsky, Chagall, Petrov-Vodkin; Mayakovsky,
Pasternak, Brodsky, Akhmatova, Solzhenitsyn, and Tolstaya. Weekly film
viewings. Russian majors required to do some reading in Russian.
222c. Topics Course: Women in Russian Society and Culture. Every other
fall. Fall 1997. Ms. Knox-Voina.
Examines the roles women have played in Russian literature and Russian
society. Special attention is given to women revolutionaries and the "new status"
of women guaranteed by the Revolution. Readings include short stories, novels,
autobiographies, and nonfiction works. Authors include Pushkin, Tolstoy,
Dostoevsky, Chekhov, Kollontai, Tsvetaeva, Akhmatova, Ginzburg, and others.
Russian majors are required to do some of the reading in Russian. Films and ait
about and by women to be shown.
192 Courses of Instruction
223c. Dostoevsky and the Novel. Spring 1997. Ms. Knox-Voina.
Examines Dostoevsky* s use of the novel to portray the "fantastic" reality of the
citj and its effects on the human psyche. Special attention is given to the author's
quest for guiding principles of freedom and love in a world of violence and
C) nicism. Emphasis on Dostoevsky' s anti-Western and antimaterialist bias in his
portrayal of the struggle between extreme individualism and self-renunciation in
a Utopian brotherhood. Russian majors are required to do some of the reading in
Russian.
Sociology and Anthropology
Professors Joint Appointments with Africana Studies
Susan E. Bell Assistant Professor Lelia De Andrade
Craig A. McEwen** Adjunct Assistant Professor H.Roy Partridge, Jr.
Daniel W. Rossides Joint Appointment with Women 's Studies
Associate Professors Assistant Professor Carol E. Cohn
Sara A. Dickey, Chair Visiting Assistant Professors
Susan A. Kaplan Anne Henshaw
Assistant Professors Kevin D. Henson
Lydia Nakashima Degarrod Adjunct Assistant Professor
Scott MacEachern Genevieve LeMoine
Nancy E. Riley Joint Appointment with Asian Studies
Instructor David T. Johnsont
Requirements for the Major
In consultation with an advisor, each student plans a major program that will
nurture an understanding of society and the human condition, demonstrate how
social knowledge is acquired through research, and enrich his or her general
education. On the practical level, a major program prepares the student for
graduate study in sociology or anthropology and contributes to preprofessional
programs such as law and medicine. It also provides background preparation for
careers in urban planning, public policy, the civil service, social work, business
or personnel administration, social research, law enforcement and criminal
justice, the health professions, journalism, secondary school teaching, and
programs in developing countries.
A student may choose either of two major programs or two minor programs:
The major in sociology consists often courses, including Sociology 101,201,
209 or 21 1, and 310. A minimum of eight courses in sociology may be supple-
mented by two advanced courses from anthropology or. as approved by the
department chair. h\ two advanced courses from related fields to meet the
student's special needs. Sociology 201 should be taken in the sophomore year.
Themajor in anthropology consists of eight courses, including Anthropology
101, 102, 201 , and 301 , and one course with an areal focus ( numbered in the I 30s,
Sociology and Anthropology 1 93
230s, and 240s). Students are urged to complete Anthropology 101, 102, and 201
as early as possible. One or two of the eight courses may be taken from the
advanced offerings in sociology and, with departmental approval, on study-away
programs. In all cases, however, at least six of the courses counted toward the
major must be Bowdoin anthropology courses.
Requirements for the Minor
The minor in sociology consists of five sociology courses, including Sociology
201, 209 or 211, and 310.
The minor in anthropology consists of five anthropology courses, including
Anthropology 101 and 301, either 102 or 201, and an area study course (130s,
230s, and 240s).
For the anthropology major or minor program, one semester of independent study
may be counted. For the sociology major program, two semesters of independent
study may be counted, while for the minor program one semester may be counted.
Departmental Honors
Students distinguishing themselves in either major program may apply for
departmental honors. Awarding of the degree with honors will ordinarily be based
on grades attained in major courses and a written project (emanating from
independent study), and will recognize the ability to work creatively and indepen-
dently and to synthesize diverse theoretical, methodological, and substantive
materials.
SOCIOLOGY
First- Year Seminars
For a full description of the following first-year seminars, see pages 1 16-1 17.
10b,d. Racism. Spring 1997. Mr. Partridge.
(Same as Africana Studies 10.)
lib. The Sociology of Everyday Life. Fall 1996. Mr. Henson.
12b. Constructing Social Problems. Spring 1998. Ms. De Andrade.
15b. Juggling Gender. Fall 1996. Ms. Cohn.
(Same as Women's Studies 15.)
16b. Sociology of Gender and the Military. Fall 1997. Ms. Cohn.
(Same as Women's Studies 16.)
Introductory, Intermediate, and Advanced Courses
100b,d. Introduction to Africana Studies. Spring 1997. Ms. De Andrade.
An introduction to the study of African peoples and societies. Provides a brief
historical grounding in the structures of societies and cultures in Africa. Focuses
on the relationships of Africans and peoples of African descent with other
societies and cultures. Considers in particular the images of Africa and Africans
constructed as a product of these socio-historic relations. Examines the experi-
ences of African immigrant groups and peoples of African descent in the United
States, South America, and the Caribbean. (Same as Africana Studies 101.)
194 Courses of Instruction
101b. Introduction to Sociology. Every semester. The Department.
The major perspectives of sociology. Application of the scientific method to
sociological theory and to current social issues. Theories ranging from social
determinism to free will are considered, including the work of Marx, Weber,
Durkheim. Merton, and others. Attention is given to such concepts as role, status,
society, culture, institution, personality, social organization, the dynamics of
change, the social roots of behavior and attitudes, social control, deviance,
socialization, and the dialectical relationship between individual and society.
201b. Introduction to Social Research. Every spring. Ms. Riley.
Provides firsthand experience with the specific procedures through which
social science knowledge is developed. Emphasizes the interaction between
theory and research, and examines the ethics of social research and the uses and
abuses of research in policy making. Reading and methodological analysis of a
variety of case studies from the sociological literature. Field and laboratory
exercises that include observation, interviewing, use of available data (e.g.,
historical documents, statistical archives, computerized data banks, cultural
artifacts), sampling, coding, use of computer, elementary data analysis and
interpretation. Lectures, laboratory sessions, and small-group conferences.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
204b. Families: A Comparative Perspective. Spring 1997. Ms. Riley.
Examines families in different societies. Issues addressed include definition
and concept of the "family"; different types of family systems; the interaction of
family change and other social, economic, and political change; the relationships
between families and other social institutions; the role of gender and age in family
relationships; and sources and outcomes of stability, conflict, and dissolution
within families.
Prerequisite: Sociology 101 or Anthropology 101.
208b,d. Race and Ethnicity. Fall 1996. Ms. De Andrade.
The social and cultural meaning of race and ethnicity, with emphasis on the
politics of events and processes in contemporary America. Analysis of the causes
and consequences of prejudice and discrimination. Examination of the relation-
ships between race and class. Comparisons among racial and ethnic minorities in
the United States and between their situations and those of minorities in other
selected societies. (Same as At'ricana Studies 208.)
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
209b. Social Theory, livery fall. Mk. Rossides.
A critical examination of some representative theories of the nature of human
behavior and society. Social theory is related to developments in philosophy and
natural science, and symbolic developments as a whole are related to social
developments. The thought of some major figures in the ancient world (especially
PlatO, Aristotle, and the Stoics) and the medieval world (especially Si. Thomas
and Marsiliool Padua) is analyzed, bill the main locus is on the figures who have
Sociology and Anthropology 195
struggled to explain the nature of modern society: Hobbes, Locke, the philosoph.es,
Comte, Marx, Spencer, Durkheim, and Weber, with special attention to contem-
porary liberal, socialist, world-system, feminist, and environmental theorists.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
210b. Men, Women, and Work. Spring 1997. Mr. Henson.
Explores the organization, experience, and meaning of work in modern
industrial societies, especially the United States. Examines the impact of techno-
logical innovations, deindustrialization, the growth of service industries, and
changing employer/employee contracts on the experience of work. The experi-
ences of work in different occupations and professions are examined through
classic and contemporary ethnographies of work. Special emphasis on the
relationship between gender and work.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
211b. Classics of Sociological Theory. Fall 1996. Ms. De Andrade.
An analysis of selected works by the founders of modern sociology. Particular
emphasis is given to understanding differing approaches to sociological analysis
through detailed textual interpretation. Works by Marx, Weber, Durkheim, and
selected others are read.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
213b. Social Stratification. Spring 1997. Mr. Rossides.
A critical examination of representative theories of inequality. Opens with a
review of the basic questions and concepts in social stratification, and then
develops case studies of the various types of social inequality: for example, El
Salvador, Korea, and the USSR. The heart of the course is an extended analysis
of the American class system to determine sources of stability and conflict, and
to identify legitimate and illegitimate forms of inequality. Considerable attention
is given to theories of imperialism and to determining the United States' role in
the international system of stratification.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
214b. Science, Technology, and Society. Spring 1997. Ms. Bell.
A consideration of the organization of science and its place in modern society.
First, identifies the social structure and dynamics of science as an institution and
examines the relationship between the institution of science and the content of
scientific knowledge. Explores the role of science and scientific knowledge in
technological innovation. Next, examines the progress and problems associated
with scientific and technological changes such as nuclear power and the produc-
tion and distribution of pesticides and other chemicals. Considers the social and
intellectual origins of these technological innovations and their impact on society
from different theoretical perspectives.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
196 Courses of Instruction
215b. Criminology and Criminal Justice. Fall 1996. Mr. McEwen.
Focuses on crime and corrections in the United States, with some cross-
national comparisons. Examines the problematic character of the definition of
'crime." Explores empirical research on the character, distribution, and correlates
of criminal behavior and interprets this research in the light of social structural,
cultural, and social psychological theories of crime causation. Discusses the
implications of the nature and causes of crime for law enforcement and the
administration of justice. Surveys the varied ways in which prisons and correc-
tional programs are organized and assesses research about their effectiveness.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
218b. Sociology of Law. Every fall. Mr. McEwen.
An analysis of the development and function of law and legal systems in
industrial societies. Examines the relationships between law and social change,
law and social inequality, and law and social control. Special attention is paid to
social influences on the operation of legal systems and the resultant gaps between
legal ideals and the "law in action."
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
219b. Sociology of Gender. Fall 1996. Mr. Henson.
Focuses on gender as an organizing principle of societies, and examines how
gender is involved in and related to differences and inequalities in social roles,
gender identity, sexual orientation, and social constructions of knowledge.
Explores the role of gender in institutional structures including the economy and
the family. Particular attention is paid to the sexual differentiation of language,
sex inequality and sex segregation in the workplace, the global feminization of
poverty, and compulsory heterosexuality and the experiences of lesbians and gay
men.
Note: This course is offered as part of the curriculum in gay and lesbian studies.
Prerequisite: Sociology 101 or Anthropology 101. or permission of the
instructor.
222b. Introduction to Human Population. Spring 1998. Ms. Riley.
An introduction to the major issues in the study of population. Focuses on the
social aspects of the demographic processes of fertility, mortality, and migration.
Also examines population change in Western Europe historically, recent demo-
graphic changes in Third World countries, population policy, and the social and
environmental causes and implications of changes in births, deaths, or migration.
Prerequisite: Sociology 101 or Anthropology 101.
Sociology and Anthropology 1 97
[235b. Comparative Societies.]
236b. Sociology of Communication. Spring 1997. Mr. Rossides.
An analysis of the role of communication in human evolution and history, with
special emphasis on communication in contemporary society. Topics include
language, writing, printing, and other communication devices, particularly com-
puter-driven integrated and interactive media. Issues include questions such as
the impact of communication technology on society and vice versa, the role it
plays in the professions, economy, and politics, and the impact of Western
communication networks and products on other societies.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
240b. Social Structures and Reproduction of Knowledge. Spring 1997.
Ms. DeAndrade.
Sociological analysis of the institution of education and the evaluation of
knowledge and learning in American society. Begins with discussion of theoreti-
cal approaches to production of knowledge, with readings from theorists such as
Durkheim, Mannheim, and Foucault. Analysis of a variety of topics related to
education, including multiculturalism, social stratification, learning disabilities,
and alternative organizational forms.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
250b. Collective Behavior. Fall 1997. Mr. McEwen.
Description, analysis, and explanation of the nature of recurrent but relatively
ephemeral social phenomena such as rumors, crowds, riots, audiences, panics,
disasters, publics, fads, revolutions, and reform movements. Analysis of the
responses of social control agencies to instances of collective behavior and of the
role of collective behavior in social change.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
251b. Sociology of Health and Illness. Fall 1997. Ms. Bell.
Examines the social contexts of physical and mental health, illness, and
medical care. Deals with such topics as the social, environmental, and occupa-
tional factors in health and illness; the structure and processes of health care
organizations; the development of health professions and the health work force;
doctor-patient relationships; ethical issues in medical research; and health care
and social change.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
252b. Sociology of Chronic Illness and Disability. Fall 1996. Ms. Bell.
Focuses on the subjective experience of illness, especially chronic illness and
disability. What strategies do people use in their daily lives to manage and direct
198 Courses of Instruction
the course of their illness? In what respects do these experiences vary according
to such factors as gender, race, ethnicity, and social class? Issues to be addressed
include uncertainty: illness career; stigma; identity; relationships with family,
community, and caregivers; work; self-help and the independent living move-
ment; feminism and disability rights.
Note: This course is offered as part of the curriculum in gay and lesbian studies.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
253b. Constructions of the Body. Spring 1998. Ms. Bell.
Explores the body as reflection and construction of language, a source of
metaphor, and a political and social "space." Considers historical and cross-
cultural studies about men's and women's bodies, sexuality, gender, and power.
Throughout the course, we draw from and compare theories of the body in
sociology, women's studies, and gay and lesbian studies.
Note: This course is offered as part of the curriculum in gay and lesbian studies.
Prerequisite: Sociology 101 or Anthropology 101, or permission of the
instructor.
[260b. Gender and the Military.]
310b. Advanced Seminar: Current Controversies in Sociology. Spring 1997.
Ms. Bell.
Draws together different theoretical and substantive issues in sociology in the
United States, primarily since 1950. Discusses current controversies in the
discipline, e.g., quantitative versus qualitative methodologies, micro versus
macro perspectives, and pure versus applied work.
Prerequisites: Junior standing and Sociology 209 or 21 1, or permission of the
instructor.
291b-294b. Intermediate Independent Study in Sociology. Ms. Bell, Ms.
Cohn, Ms. De Andrade, Mr. Henson, Mr. McEwen (fall), Ms. Riley (spring), and
Mr. Rosmdhs.
401b-404b. Advanced Independent Study and Honors in Sociology. Ms.
Bell, Ms. Cohn, Ms. De Andrade, Mr. Henson, Mr. McEwen (fall), Ms. Riley
(spring), and Mr. Rossides.
ANTHROPOLOGY
Introductory, Intermediate, and Advanced Courses
101 h,d. Introduction to Cultural Anthropology. Every spring. Ms. Dlgarrod.
An introduction to the concepts, methods, theories, findings, and applications
n\ cultural anthropology. Study of the differences and similarities among the
cultures of the world and attempts by anthropologists to explain them. Among the
topies to be covered are anthropological field work, the nature of culture, the
relation of language to culture, the relation of the em ironmenl to culture, family
and kinship, political and economic systems, religion, sex. gender, and ethnocide.
Sociology and Anthropology 1 99
102b,d. Introduction to World Prehistory. Fall 1996. Mr. MacEachern,
Ms. LeMoine.
An introduction to the disciplines of anthropology and archaeology and the
studies of human biological and cultural evolution. Among the subjects covered
are conflicting theories of human biological evolution, the debates over the
genetic and cultural bases of human behavior, the expansion of human popula-
tions into various ecosystems throughout the world, the domestication of plants
and animals, the shift from nomadic to settled village life, and the rise of complex
societies, the state, and civilization.
201b. Anthropological Research. Every fall. Ms. Degarrod.
Anthropological research methods and perspectives are examined through
classic and recent ethnography, statistics and computer literacy, and the student' s
own field work experience. Topics covered are ethics, analytical and method-
ological techniques, the interpretation of data, and the use and misuse of
anthropology.
Prerequisite: Anthropology 101 and sophomore standing or higher.
202b. Essentials of Archaeology. Spring 1997. Mr. MacEachern.
Introduces students to the methods and concepts that archaeologists use to
explore the human past. Shows how concepts from natural science, history, and
anthropology help archaeologists investigate past societies, reveal the form and
function of ancient cultural remains, and draw inferences about the nature and
causes of change in human societies over time.
Prerequisite: Previous course in anthropology, or Archaeology 101 or 102, or
permission of the instructor.
204b. Anthropology of Dreams. Spring 1997. Ms. Degarrod.
Explores the theoretical bases for the study of non-Western dreams in
anthropology, and the biases that anthropology as a Western discipline has
maintained in the study of dreams. The study of dreams is covered from the early
days of searching for a universal unconscious to the most recent study of dream
narration. In addition, drawing from different ethnographic studies of Native
American, African, Asian, and Oceanian societies, dreams and dreaming are
discussed in relationship to art, religion, politics, healing, and myth.
Prerequisite: Previous course in anthropology and sophomore standing.
205b. From Stone to Iron: Analysis of Artifacts and Culture. Spring 1997.
The Department.
An overview of the way anthropologists use material culture to understand
societies. Topics include distinguishing culturally and naturally modified mate-
rials; the manufacture and use of stone tools; development of ceramic technology;
bone technology; and early metal working. Examines how anthropologists
discern cultural information from material culture through discussion of current
literature, films, demonstrations, and analysis of modern and archaeological
materials.
Prerequisite: Previous course in anthropology or sociology and sophomore
standing.
200 Courses of Instruction
[207b. Anthropology of Religion.]
220b,d. Hunters and Gatherers. Spring 1998. Ms. Kaplan.
Traces the origins and challenges the stereotype of hunter-gatherers as small
groups of people who are constantly on the move and exhibit the simplest levels
of social, political, and economic organization. Topics include hunter-gatherer
adaptations to the world's changing environment; strategies of resource procure-
ment; settlement patterns; technological complexity; levels of social, economic,
and political integration; and religious life. Compares such groups as the Austra-
lian Aborigines. Bushmen, Native Americans, and New Guinea Highlanders.
Prerequisites: At least one previous course in anthropology or sociology, and
sophomore standing.
221b. The Rise of the State. Fall 1997. Mr. MacEachern.
Scholars have proposed conflicting theories to explain the evolution of state
societies and civilizations in the Old and New Worlds. This course reviews the
major debates and examines the mechanisms and patterns of state formation,
using archaeological and ethnographic examples from Africa, the Americas, and
the Middle East.
Prerequisite: At least one previous course in anthropology or sociology.
222b. Culture Through Performance. Fall 1996. Ms. Dickey.
"Cultural performance" covers not only drama, dance, and music, but also
such cultural media as ritual, literature, celebration, and spectacle. The anthropo-
logical study of these media examines their performers, producers, and audiences
in addition to their form and content. Questions fundamental to this study are:
What does cultural performance uniquely reveal about a culture to both natives
and outsiders'? and What social, psychological, and political effects can it have on
participants and their societies?
Note: This course is offered as part of the curriculum in gay and lesbian studies.
Prerequisite: Previous course in anthropology or sociology, or permission of
instructor.
225b. Class Systems and Cultures. Fall 1997. Ms. Dickey.
Examines theories of class and hierarchy, ranging from Marx and Weber to
Foucault, and ethnographies of class cultures. Investigates the mutual impact of
class and culture, the places of socioeconomic classes in wider systems of
stratification, and the interaction of class and other forms of hegemony.
Prerequisite: Previous course in anthropology or sociology.
226b. Kthnoarchaeology: Visiting the Present to Understand the Past.
I all 1996. Mr. MacEaCHERN.
Examines the ways in which information collected from ethnographic and
historical sources, and from present-day observations, can be used to generate
theories about the functioning of past societies, First examines how
ethnoarchaeologist8 use studies of present-day material culture to inform and
Sociology and Anth ropology 20 1
enrich archaeological reconstructions. Next examines the ways in which oral and
written histories can be used to develop theories of how and why cultures change.
Also discusses the relationship between historical and anthropological accounts.
Prerequisite: Previous course in anthropology or sociology.
231b,d. Native Peoples and Cultures of Arctic America. Fall 1996.
The Department.
For thousands of years, Eskimos (Inuit), Indian, and Aleut peoples lived in the
Arctic regions of North America as hunters, gatherers, and fishermen. Their
clothing, shelter, food, and implements were derived from resources recovered
from the sea, rivers, and the land. The characteristics of Arctic ecosystems are
examined. The social, economic, political, and religious lives of various Arctic-
dwelling peoples are explored in an effort to understand how people have adapted
to harsh northern environments.
Prerequisite: Previous course in anthropology or sociology.
233b,d. Peoples and Cultures of Africa. Spring 1998. Mr. MacEachern.
An introduction to the traditional patterns of livelihood and social institutions
of African peoples. Following a brief overview of African geography, habitat, and
culture history, lectures and readings cover a representative range of types of
economy, polity, and social organization, from the smallest hunting and gathering
societies to the most complex states and empires. The emphasis is upon under-
standing the nature of traditional social forms; changes in African societies in the
colonial and post-colonial periods are examined but are not the principal focus of
the course. (Same as Africana Studies 233.)
Prerequisite: Previous course in anthropology or sociology.
234b,d. Women, Power and Identity in India. Spring 1997. Ms. Dickey.
Focuses on India to address contemporary debates in anthropology and
women's studies, and questions the representation of Third World women as an
oppressed group. Topics include religion, family, communalism, class, and
activism in relation to women' s identities; sources and images of women' s power;
and questions of representation. (Same as Asian Studies 234.)
Prerequisite: Previous course in anthropology, sociology, or Asian studies.
235b,d. South Asian Cultures and Societies. Fall 1996. Ms. Dickey.
An introduction to the cultures and societies of South Asia, including India,
Nepal, Pakistan, Bangladesh, and Sri Lanka. Issues of religion, family and
gender, caste, and class are examined through ethnographies, novels, and films,
and through in-class simulations of marriage arrangements, and caste ranking.
(Same as Asian Studies 235.)
Prerequisite: Previous course in anthropology, sociology, or Asian studies.
236b,d. Political Identity and Leadership in South Asia. Spring 1998.
Ms. Dickey.
In South Asia, political identity is often based on "primordial" ties such as
caste, religion, ethnicity, language, and region. Political leadership involves
various strategies for addressing and transcending these communal interests. This
202 Courses of Instruction
course examines the development of different political identities and the impor-
tance of issues such as personality politics and patronage in electoral leadership
in several South Asian countries. (Same as Asian Studies 236.)
Prerequisite: Previous course in anthropology, sociology, or Asian studies.
237b,d. Anthropological Issues in Latin America. Fall 1997. Ms. Degarrod.
Examines anthropological research on Latin America. Topics covered are
urbanization, popular culture, national and ethnic identities, gender, religion,
violence, and the relationship between indigenous peoples and nation-states.
Prerequisite: Previous course in anthropology, sociology, or Latin American
studies.
238b,d. Native Peoples of South America. Fall 1996. Ms. Degarrod.
Examines the social, economic, political, and religious aspects of cultures
representative of three distinct geographical regions of South America — the
Amazon area, the Andes, and the Southern Cone. Presents an overview of
different migration theories of the peopling of the Americas and their geographi-
cal distribution. The different linguistic, geographical, and cultural classifica-
tions of the native peoples of South America are discussed in a historical context.
Prerequisite: Previous course in anthropology or sociology, or permission of
the instructor.
239b,d- Indigenous Peoples of North America. Spring 1997. The Department.
An overview and analysis of native North American societies from pre-
Columbian times to the present. Topics include the political, economic, family,
and religious organization of Native American societies; the impact of European
expansion; and the current situation — both on and off reservation — of Native
Americans.
Prerequisite: Previous course in anthropology or sociology, or permission of
the instructor.
242b,d. "Centers" and "Peripheries": States in West and Central Africa.
Spring 1997. Mr. MacEachern.
Examines the processes through which states and empires developed in West
and Central Africa, using data from archaeological, historical, and ethnographic
research. Particular attention given to the role of trans-Saharan cultural contacts
in state formation; economic and cultural contacts across environmental bound-
aries; roles that different slave trades have played in state formation; relationships
between state and non-state societies; and varying roles of Islam and traditional
religions in state formation. (Same as Africana Studies 242.)
Prerequisite: Previous course in anthropology or sociology, or permission of
the instructor.
Theater and Dance 203
301b. Anthropological Theory. Every spring. Ms. Dickey.
An examination of the development of various theoretical approaches to the
study of culture and society. Anthropology in the United States, Britain, and
France is covered from the nineteenth century to the present. Contemporary
controversies in anthropological theory are discussed. Among those considered
are Morgan, Tylor, Durkheim, Boas, Malinowski, Mead, Geertz, and Levi-
Strauss.
Prerequisites: Anthropology 101, 102, and 201 and junior standing, or
permission of the instructor.
291b-294b. Intermediate Independent Study in Anthropology. Ms. Degarrod,
Ms. Dickey, Ms. LeMoine, and Mr. MacEachern.
401b-404b. Advanced Independent Study and Honors in Anthropology. Ms.
Degarrod, Ms. Dickey, Ms. LeMoine, and Mr. MacEachern.
Theater and Dance
Associate Professor Lecturers Adjunct Lecturers
June A. Vail, Chair Simone Federman Gretchen Berg
Assistant Professor Gwyneth Jones Elizabeth Townsend
Daniel E. Kramer Paul Sarvis
Joint Appointment with English
Visiting Assistant Professor Elizabeth Wong
Students may minor in dance or theater. Although no major is offered in the
Department of Theater and Dance, students with special interest may, with faculty
advice, self-design a major.
DANCE
The Dance curriculum provides a coherent course of study in dance history,
theory, and criticism; choreography; and performance studies, including dance
technique and repertory. The department's humanistic orientation emphasizes
dance's relation to theater and the fine arts, as well as its fundamental connection
to the broad liberal arts curriculum. The program's goal is dance literacy and the
development of skills important to original work in all fields: keen perception,
imaginative problem solving, discipline, and respect for craft.
Requirements for the Minor in Dance
The minor consists of five course credits: Dance 101, 120, and 130, and four
semesters of dance technique and/or repertory from the following: Dance 111,
112, 211, 212, 311, and 312. With approval, an independent study. Dance 291 or
401, may be substituted for a required course.
204 Courses of Instruction
Introductory, Intermediate, and Advanced Courses
101c. Making Dances: Improvisation and Composition. Every year.
Fall 1996. Ms. V \n .
Explores ways of choreographing dances and multimedia performance works
for all students, regardless of previous experience, with emphasis on improvisa-
tion and structuring time, space, and dynamics. Examines various choreographic
methods that correspond to compositional practices in writing, drawing, compos-
ing, and other art forms, revealing broader applications of creative process. In
addition to making three individual or group pieces and a final project, student
choreographers work with visiting professionals and attend live performances.
Includes reading, writing, discussion, and videos. Enrollment limited to 15
students.
120c. Introduction to Dance: Topics in Dance History. Every other year.
Five American Originals. Spring 1998. Ms. Vail.
Focuses on five acclaimed and controversial twentieth century
choreographers. Students analyze their widely differing aesthetic
goals, political stances, and popular and critical reception. Also
explores the artists' signature styles, combining movement with
reading, viewing, writing, and discussion. Students will devise a
project including research and performance components on an
innovative American choreographer of their choice. Choreogra-
phers from past courses have included — among others — Isadora
Duncan, Doris Humphrey, Fred Astaire, Merce Cunningham, and
Bill T. Jones.
130c. Cultural Choreographies: Dance and Society. Every other year.
Spring 1997. Ms. Vail.
Dancing is a fundamental human activity, a mode of communication, and a
basic force in social life. This course is primarily concerned with dance and
movement as aesthetic and cultural phenomena. We explore how dance and
movement, in our own and other societies, reveal information about cultural
norms and values, including gender roles, religious beliefs, personal identity, ami
conceptions of the body; and how anthropological methods can illuminate one's
own experience of the body, movement, and dance.
Examines dance and movement forms from different cultures and epochs (for
example, the hula, the jitterbug, classical Indian dance. Balkan kolos, postmodern
dance) through readings, video assignments, workshops, and live performances.
291c-294c Intermediate Independent Study in Dance. Ms. Van .
401c-404c. Advanced Independent Study and Honors in Dance. Ms. Vail.
Theater and Dance 205
Performance Studies in Dance
The foundation for performance studies classes in dance technique and repertory
is modern dance, a term designating a wide spectrum of styles. The program
focuses principally on an inventive, unrestricted approach to movement. This
offers an appropriate format for exploring the general nature of dance and the
creative potential of undergraduates. Courses in ballet and jazz technique are also
offered when possible.
Performance studies courses (111, 211, 311; and 112, 212, 312) earn one-half
credit each semester. Each course may be repeated a maximum of four times for
credit. Students may enroll in a technique course (111, 211, 311) and a repertory
course (112, 212, 312) in the same semester for one full academic course credit.
Attendance at all classes is required. Grading is Credit/Fail.
Instructors for 1996-97: Gwyneth Jones and Paul Sarvis.
111c. Introductory Dance Technique. Every semester. The Department.
Classes in modern dance and ballet technique include basic exercises to
develop dance skills such as balance and musicality ; more challenging movement
combinations and longer dance sequences build on these exercises. In the process
of focusing on the craft of dancing, students are also encouraged to develop their
own style. During the semester, a historical overview of twentieth-century
American dance on video is presented. Attendance at all classes is required. One-
half credit.
112c. Introductory Repertory and Performance. Every semester. The
Department.
Repertory students are required to take Dance 111 concurrently, unless
exempted by the instructor.
Repertory classes provide the chance to learn faculty-choreographed works or
reconstructions of important historical dances. Class meetings are conducted as
rehearsals for performances at the end of the semester: the December Studio Show
and the annual Spring Performance in Pickard Theater, and Museum Pieces at the
Walker Art Building in May. Additional rehearsals are scheduled before perfor-
mances. Attendance at all classes and rehearsals is required. Enrollment limited
to 12 students. One-half credit.
211c. Intermediate Dance Technique. Every semester. The Department.
A continuation of the processes introduced in Dance 111. One-half credit.
Prerequisite: Permission of the instructor.
212c. Intermediate Repertory and Performance. Every semester. The
Department.
Intermediate repertory students are required to take Dance 21 1 concurrently,
unless exempted by the instructor. A continuation of the principles and require-
ment introduced in Dance 112. Enrollment is limited to 12 students. One-half
credit.
Prerequisite: Permission of the instructor.
206 Courses of Instruction
311c. Intermediate/Advanced Dance Technique. Spring 1997. The
Department.
A continuation of the processes introduced in Dance 211. One-half credit.
Prerequisite: Permission of the instructor.
312c. Intermediate/Advanced Repertory and Performance. Spring 1997. The
Department.
Intermediate/advanced repertory students are required to take Dance 311
concurrently, unless exempted by the instructor. A continuation of the principles
and requirement introduced in Dance 212. Enrollment is limited to 12 students.
One-half credit.
Prerequisite: Permission of the instructor.
THEATER
The Theater curriculum emphasizes the creation and presentation of theatrical
performance, studied through theory, cultural and historical perspective, and
most centrally, through experiential study of different areas of theater practice and
direct participation in creative endeavor. Within the Department of Theater and
Dance, theater courses encourage the study of theater' s relation to dance and other
arts, as well as its fundamental connection to the broad liberal arts curriculum. The
program's goals include theater literacy, specific training in theater and related
forms, an appreciation of the act of live performance, and a first-hand understand-
ing of theater as a rigorous means of exploring the relationship between the
individual and the community.
Requirements for the Minor in Theater
The minor consists of five courses: Theater 101 or 102; 120; 130 or 270 or 360;
an additional course in Theater; and an additional course in Theater or Dance. At
least one of the Theater courses must be above the 100 level. Students minoring
in theater are also expected to do run-of-show work on at least one departmental
theater production.
Introductory, Intermediate, and Advanced Courses
101c. Making Theater. Spring 1998. Mr. Kramer.
An introduction to the activity of Western theater. The course begins with
consideration of theater as an art form. Students examine and question selected
theories of performance, learn to analyze the visual elements of theater, and
explore the process ol transforming written text into performance.
102c,d. Theater and Cultures. Spring 1997. Mr. Kramer.
A study of the relationship between theater and society. This course is
Organized around the theater practices of different times and places and the
Cultural significance of those practices. The course gives significant attention to
both Western and non Eurocentric theater. Students explore questions regarding
who participates in theater and in what settings, with special attention to issues of
gendei and social position. Plays studied are chosen as points of entry into the
theatei oi different cultures and periods.
Theater and Dance 207
120c. Acting I. Every semester. Fall 1996. Mr. Kramer. Spring 1997.
Ms. Federman.
An introductory course in acting. Students will learn to analyze dramatic texts
from an actor's point of view, to identify and play objectives and actions in a
scene, and to construct a journey through a play. Students will also explore the
physical expression of dramatic event. The course offers a means for actors to
create real interaction, to do instead of pretending to do, and at the same time to
give primacy to the experience of the audience. Enrollment limited to 1 6 students.
130c. Introduction to Design for the Performing Arts. Fall 1996. Ms. Townsend.
An introductory course in the fundamental issues and materials of design.
Students study how to analyze a script, dance, or other performance piece from
a designer' s point of view, and how to develop visual metaphor to create the world
of the performance. Students may also approach sound as an aspect of design.
Students explore how to communicate their ideas to collaborators and how to
employ materials in realizing their designs. Enrollment limited to 20 students.
140c. Performance Art. Spring 1997. Ms. Berg.
Performance art is live art performed by artists. It includes, but is not limited
by, elements of both theater and dance. Students study the history and theory of
performance art through readings and the creation of original work. Students
consider the social context of different movements in performance art, and the
creation of performance art in contemporary culture. The class creates and
performs pieces in both traditional and "found" spaces. Enrollment limited to 20
students.
220c. Acting II. Fall 1996. Ms. Federman.
An intermediate course extending the work of Acting I. The course focuses on
the actor's use of both verbal and physical means to create theatrical life. Special
attention is given to ways the actor's body can be used as a vehicle for the
exploration of text and of dramatic event. Through exercises and work on scenes
and plays, students will seek means by which the physical and the verbal can be
linked. Enrollment limited to 16 students.
Prerequisite: Theater 120.
- 250c. Classical Theater in Performance. Spring 1998. Mr. Kramer.
An acting course with emphasis on the theatrical use of verse and heightened
language, the understanding of the cultures from which classical texts spring, and
the creation of contemporary theatrical production from those texts. The course
manifests in a workshop production of a classical play. Plays may be chosen from
classical Greek, Elizabethan, French neo-classical, Spanish golden age, Restora-
tion, or other classical theater traditions. Students must submit a final portfolio
including dramaturgical research and a rehearsal journal. Enrollment limited to
16 students.
Prerequisite: Theater 120.
208 Courses of Instruction
270c. Directing. Spring 1997. Mr. Kramer.
This course investigates, from the director's point of view, the creation of
theater from dramatic texts. Issues studied include conceiving a production, script
analysis, staging, and casting and rehearsing with actors. Some attention is also
paid to collaboration with designers and directing original work. Students direct
scenes, research directing history projects, and study directing theories and
techniques. Students complete the course by conceiving, casting, rehearsing, and
presenting short plays of their choosing. Enrollment limited to 12 students.
Prerequisite: A 1 00-level course in Theater or Dance 130, or permission of the
instructor.
360c. Play writing. Fall 1996. Ms. Wong.
A workshop in writing for the stage. The course includes exercises in
monologue, dialogue, and the scene unit, then moves to the writing and revising
of a short play. Students study selected plays by writers past and present,
considering how playwrights use speech, silence, and gesture; how they structure
plays; and how they approach character and plot. The course also considers the
various means by which new plays are developed. This course can be considered
as a creative writing course for the English major. Enrollment limited to 16
students.
Prerequisite: Permission of the instructor.
291c-294c. Intermediate Independent Study in Theater. The Department.
401c-404c. Advanced Independent Study and Honors in Theater. The
Department.
Women's Studies
Administered by the Women's Studies Program Committee;
Jane E. Knox-Voina, Program Director
(See committee list, page 277.)
Joint Appointment with Sociology Lecturer
Assistant Professor Carol E. Cohn Lisa (i. Collins
Women's studies is an interdisciplinary program that incorporates into the
curriculum recent research on women and gender. Courses in women's studies
investigate the experiences of women in light of the social construction of gender
and its meaning, or symbolic embeddedness, in human cultures, along \\ iili iis
institutionalized function ;is a division of inequality and dominance. In this way,
women's studies explores the realities and meanings of women's lives in many
cultures and historical periods.
Women 's Studies 209
Requirements for the Major in Women's Studies
The major consists often courses, including three required core courses and seven
cross-listed women's studies courses, four of which must constitute a focused
methodological and thematic concentration.
The core courses, which are designed to illuminate the diverse realities of
women's experience while making available some of the main currents of
feminist thought, are Women's Studies 101, 201, and 300, the upper-level
capstone course.
A student who declares a women's studies major also will design, in consul-
tation with the director, a four-course concentration in which the student uses the
methodologies and perspectives of related disciplines to develop a focused
expertise in gender analysis. For example, a student might choose a concentration
in literature and gender analysis, or in the historical development of gender
relations and the cultural representation of gender. The student will take three
additional cross-listed women's studies courses outside of the concentration that
explore other methodologies, themes, or questions of gender, thus allowing the
student to gain multidisciplinary breadth.
Requirements for the Minor
The minor consists of Women's Studies 101, normally taken in the first or second
year, and four additional courses. To ensure the interdisciplinary nature of the
minor, three of these courses must be outside the student's major department, and
one must be outside the division of the major.
First-Year Seminars
For a full description of the following first-year seminars, see page 1 17.
15b. Juggling Gender. Fall 1996. Ms. Cohn.
(Same as Sociology 15.)
16b. Sociology of Gender and the Military. Fall 1997. Ms. Cohn.
(Same as Sociology 16.)
Introductory, Intermediate, and Advanced Courses
101. Introduction to Women's Studies. Spring 1997. Ms. Cohn.
An interdisciplinary introduction to the issues, perspectives, and findings of
the new scholarship that examines the role of gender in the construction of
knowledge. The course explores what happens when women become the subjects
of study; what is learned about women; what is learned about gender; and how
disciplinary knowledge itself is changed.
201. Feminist Theory and Methodology. Fall 1996. Ms. Cohn.
The history of women's studies and its transformation into gender studies and
feminist theory has always included a tension between creating "woman," and
political and theoretical challenges to that unity. This course examines that
2 1 Courses of Instruction
tension in two dimensions: the development of critical perspectives on gender and
power relations both within existing fields of knowledge, and within the continu-
ous evolution o\' feminist discourse itself.
Prerequisite: Women's Studies 101 or permission of the instructor.
300. Advanced Seminar. Spring 1997. Ms. Cohn.
Examines current social and political issues using the perspectives and
methods of women's studies and the analytic frameworks of feminist theory.
Emphasis is on both applying and extending theory in analyzing complex societal
problems. Enrollment limited to 15 students. Preference is given to senior
women's studies majors or minors.
Prerequisites: Three courses in women's studies, including 101 and 201. or
permission of the instructor.
390. Reform, Revolution, or Transformation: Perspectives Drawn from
Sexual, Racial, and Environmental Politics. Fall 1997. Mr. Rensenbrink.
This interdisciplinary seminar investigates the philosophic and political
claims made by contemporary social movements for women, people of color,
gays and lesbians, and the environment. Such problems as identity politics,
political correctness, the public/private split, the gap between nature and human-
ity, and the meaning of difference are explored. Special emphasis is given to the
relation of these movements to the common good. The common good is treated
both as a possible standard of political unity and as a challenge to reformist,
revolutionary, or transformational action.
Course work includes lectures, class discussion, reports, essays, and papers.
Enrollment limited to 15 students. Preference given to junior and senior majors.
(Same as Africana Studies 390 and Environmental Studies 390.)
291-294. Intermediate Independent Study.
401-404. Advanced Independent Study and Honors.
CROSS LISTINGS
Cross listings are courses offered by various departments that can be used to satisfy
requirements lor the major in women's studies. For full course descriptions and prerequi-
sites, see the appropriate department listings.
ifricana Studies
264c,d. Islamic Societies in Africa. Fall 1996. Mr. Stakeman.
Anthropology
234b,d. Women, Power, and Identity in India. Spring 1997. Ms. Dk key.
An
334c Women Visionaries and the Visual Arts. I all 1996. Ms. Wegner.
Biology
[54& Concept! in Ecology and Evolutionary Biology.)
Women 's Studies
221c. Women in the Life and Literature of Classical Antiquity. Spring 1998.
Ms. Boyd.
223c. Family and Society in Ancient Rome. Fall 1997. Ms. Boyd.
Economics
217b. The Economics of Population. Spring 1997. Ms. DeGraff.
301b. The Economics of the Family. Fall 1996 or Spring 1997. Ms. Connelly.
Education
202c. Education and Biography. Spring 1997. Ms. Martin.
English
12c. Gender and Class in Hollywood Romantic Comedy, 1934-1986. Fall
1996. Mr. Litvak.
21c. Strange Cravings. Spring 1997. Mr. Collings.
240c. English Romanticism I: After Revolution. Fall 1996. Mr. Collings.
242c. Victorian Poetry and Prose. Spring 1997. Mr. Litvak.
252c. The Victorian Novel. Spring 1998. Mr. Litvak.
261c. Twentieth-Century British Fiction. Spring 1998. Ms. Reizbaum.
[271c. American Literature, 1860-1917.]
[275c,d. African-American Fiction.]
282c. An Introduction to Literary Theory Through Popular Culture. Every
other year. Fall 1996. Mr. Litvak.
300c. Literary Theory. Fall 1997. Mr. Litvak.
327c. Jane Austen. Fall 1996. Ms. Kibbie.
History
Tie. Women in Britain and America: 1750-1920. Fall 1997. Ms. McMahon.
228c. Medicine, Public Health, and History. Spring 1997. Ms. Tananbaum.
246c. Women in American History, 1600-1900. Spring 1997. Ms. McMahon.
248c. Family and Community in American History. Fall 1 997. Ms. McMahon.
264c,d. Islamic Societies in Africa. Fall 1996. Mr. Stakeman.
322c. Race, Gender, and Ethnicity in British Society. Spring 1998.
Ms. Tananbaum.
331c. A History of Women's Voices in America. Spring 1998. Ms. McMahon.
Music
210c. Topics in Jazz History: The Great Women Singers. Fall 1997.
Mr. McCalla.
2 1 2 Courses oj Instruction
Philosophy
224c. Feminism and Philosophy. Spring 1997. Ms. Conly.
[238c. Feminism and Liberalism.]
Religion
10c. Adam and Eve and the Moral of the Story. Spring 1 997. Ms. Makarushka.
205c. The Bible and Liberationist Thought. Fall 1996. Mr. Long.
249c. Western Religious Thought. Fall 1996. Ms. Makarushka.
250c. Western Religion and Its Critics. Spring 1997. Ms. Makarushka.
390c. Word and Image. Fall 1996. Ms. MakarushkA.
Romance Languages
French 319c. French Women Writers. Fall 1996. Ms. Ollier.
Russian
20c. The Great Soviet Experiment through Film. Fall 1996. Ms. Knox-Voina.
221c. Russian Culture through Visual Media: The Great Soviet Experiment.
Every other spring. Spring 1998. Ms. Knox-Voina.
222c. Topics Course: Women in Russian Society and Culture. Every other
fall. Fall 1997. Ms. Knox-Voina.
306c. Topics Course: Siberian and Non-Russian Literature of the Former
Soviet Union. Spring 1998. Ms. Knox-Voina.
Sociology
lib. Sociology of Everyday Life. Fall 1996. Mr. Henson.
15b. Juggling Gender. Fall 1996. Ms. Cohn.
16b. Sociology of Gender and the Military. Fall 1997. Ms. Cohn.
204b. Families: A Comparative Perspective. Spring 1997. Ms. Riley.
210b. Men, Women, and Work. Spring 1997. Mr. Hi.nson.
219b. Sociology of Gender. Fall 1996. Mr. Henson.
222b. Introduction to Human Population. Spring 1998. Ms. Rimy.
251b. Sociology of Health and Illness. Fall 1997. Ms. Bii i .
252b. Sociology of Chronic Illness and Disability. Fall 1996. Ms. Bell.
253h. Constructions of the Body. Spring 1998. Ms. Bell.
1 260b. Gender and the Military.]
Theater and Dam e
Dance 1 30c. Cultural ( horeographies: Dance and Society. livery other year.
Spring 1997. Ms. Vail.
Educational Resources and Facilities
HAWTHORNE-LONGFELLOW LIBRARY
Historically, the Hawthorne-Longfellow Library has been one of the most
distinguished liberal arts college libraries in the country, known for its outstand-
ing book, journal, and manuscript collections. More recently, with the advent of
the information age, the library's continuously growing treasury of traditional
print material has been enriched by a multitude of computerized services
providing access to a wealth of information resources located on campus, in
libraries around the world, or on electronic information networks. The library's
book collections, which exceed 855,000 volumes, bound periodicals, and news-
papers, have been built up over a period of 200 years and include an unusually
large proportion of notable items. The library's collection also includes 2,240
current periodical and newspaper subscriptions, over 107,000 bound periodical
volumes, 40,000 maps, over 10,000 photographs, more than 2,300 linear feet of
manuscript items, and over 2,400 linear feet of archival materials. Over 13,000
volumes are added annually.
The library serves as the intellectual heart of the campus, offering vast print
collections and a rapidly evolving array of electronic information databases, as
well as an instructional program in their use. The on-line catalog, accessible from
all campus buildings, and the Library's World Wide Web home page serve as
central access points to Bowdoin library holdings and to electronic resources. The
catalog provides connections to the catalog holdings of the Colby and Bates
college libraries and those of the campuses of the University of Maine, to a
selection of periodical indexes in a broad range of disciplines, and to other library
catalogs, campus-wide information systems, and databases available on the
Internet. The library Web page links users to nearly 20 full text electronic journals,
Britannica Online, and a wide assortment of text and graphic-based Web
resources. Librarians and faculty members work closely together to incorporate
information literacy skills and use of library and electronic resources throughout
the curriculum. Librarians also provide Internet skill classes. In 1 994, a 1 5-station
student computer laboratory and an electronic classroom for instruction in on-line
and CD-ROM resources and various general purpose and instructional software
were created on the lower level of the library.
The majority of the collection is housed in Hawthorne-Longfellow Library.
The Library also boasts four branch libraries: the Hatch Science Library, the
William Pierce Art Library, the Robert Beckwith Music Library, and the Lan-
guage Media Center in Sills Hall. The Hawthorne-Longfellow Library building
was opened in the fall of 1965. In 1985 it was expanded to connect to Hubbard
Hall, which contains five stack tiers topped by the Albert Abrahamson Reading
Room, a bright, modern study space. Further remodeling and refurbishing to
214 Educational Resources and Facilities
reflect a renewed emphasis on service and to champion both the book and the
computer as information resources occurred in 1993-94. Planning currently
underway to renovate and expand the library will provide additional student study
spaces and increased network access.
At the main entrance, a bookcase-lined alcove offers new titles, works by
Bowdoin authors, and other selections from the library's collections, as well as
a small children's corner for very young visitors and an audio book collection. The
entrance level of the building also contains those services of most immediate use
to library users: the circulation/reserve desk, the reference desk, a bank of
computer catalog stations, reference books and bibliographies, growing numbers
of CD-ROM databases, video viewing stations, current newspapers and periodi-
cals, periodical indexes, the microforms collection, and two reading areas.
Bowdoin' s extensive collection of bound periodicals, its collections of United
States and State of Maine government documents, the computer laboratory, and
the electronic classroom are housed on the lower level.
Special features of the second floor are an exhibit area and the President
Franklin Pierce Reading Room, which is informally furnished and gives a broad
view across campus through floor-to-ceiling windows. The third floor houses the
Special Collections and Archives suite. This includes a climate-controlled
storage area for rare books and manuscripts, archives related to the history of the
College, the Senator George J. Mitchell collection, and a reading room.
The first books that belonged to the library — a set of the Count Marsigli's
Danubius Pannonica-Mysicus, given to the College in 1796 by General Henry
Knox (who had been a bookseller in Boston before he achieved fame as George
Washington's chief ordnance officer) — are still a part of its collections. In the
early decades of the nineteenth century, Bowdoin' s library, largely because of
extensive gifts of books from the Bowdoin family and the Benjamin Vaughan
family of Hallowell, Maine, was one of the largest in the nation. Today, the library
remains one of the outstanding college libraries of the country.
The collections of the library are strong in all curricular areas. There is special
strength in documentary publications relating to both British and American
history, books relating to exploration and the Arctic regions, seventeenth-
through nineteenth-century French literature, eighteenth- through early twenti-
eth-century American literature, books by and about Carlyle, books and pam-
phlets about Maine, Civil War material, and books and pamphlets on World War
I and <>n the history of much of middle Europe in this century, and on the literal")
history of pre-twentieth-century France.
In addition to its strong and diverse collections, the library provides several
services, many employing the use ol electronic technology, to extend access to
resources not held locally. Reference librarians provide an active instruction
program, training students to search remote on-line indexes, the World Wide
Web, and full-text database services that supplement use of the library's own
collections. Through an active intcrlihrary loan program, daily delivery of
materials I ioin the library collections ol Colby and Bates Col leges, and from other
Hawthorne-Longfellow Library 215
libraries throughout the country and the world, is provided. Interlibrary loan
services incorporate use of Ariel, a high-speed, high-resolution electronic docu-
ment delivery service that utilizes facsimile and digital transmission over the
Internet.
The books, manuscripts, and historic records in Bowdoin's Special Collec-
tions and Archives are available for use by scholars and serve an important
function in introducing undergraduates — in their research projects and other
independent work — to the variety of materials they can expect to work with if they
go on to graduate work.
Special collections in the Hawthorne-Longfellow Library include extensive
book, manuscript, and other materials by and about both Nathaniel Hawthorne
and Henry Wadsworth Longfellow, both members of the Class of 1825; books
and pamphlets collected by Governor James Bowdoin II; the private library of
James Bowdoin III; an extensive collection of late-eighteenth- and early-nine-
teenth-century books (particularly in the sciences) collected by Maine' s Vaughan
family; books, periodicals, and pamphlets of the French Revolution period; the
monumental eighteenth-century Encyclopedie of Diderot; the elephant-folio
edition of John James Audubon's Ornithological Biography (his "Birds of
America"), E. S. Curtis' s The North American Indian; Jacques-Paul Migne's
Patrologiae; a broad representation of the items published in the District of Maine
and in the state during the first decade of its statehood; and the books printed by
three distinguished Maine presses: the Mosher Press, the Southworth Press, and
the Anthoensen Press. Also to be found in Special Collections is the Maine Afro-
American Archive, a depository for rare books, manuscripts, letters, and other
memorabilia about slavery, abolitionism, and Afro- American life in Maine.
Special Collections also contains records, papers, and memorabilia of Ralph
Owen Brewster '09, Governor of Maine, member of the United States House of
Representatives from 1934-41, and United States Senator from 1941-1952.
The papers of Senator George J. Mitchell '54, retired Senate majority leader,
were a recent gift to the library and are currently being processed.
Other outstanding manuscripts in Special Collections are the collections of the
papers of General Oliver Otis Howard, director of the Freedmen's Bureau, which
helped blacks after the Civil War, and founder of Howard University and some
70 educational institutions for blacks; of Senator William Pitt Fessenden; and of
Professors Parker Cleaveland, Alpheus S. Packard, Henry Johnson, and Stanley
Perkins Chase; collections of varying extent of most of Bowdoin's presidents,
especially Jesse Appleton, Joshua L. Chamberlain, William DeWitt Hyde, and
Kenneth Charles Morton Sills; manuscripts by Kenneth Roberts, Robert Peter
Tristram Coffin, Kate Douglas Wiggin, Charles Stephens, Edwin Arlington
Robinson, Elijah Kellogg, and such contemporary authors as Vance Bourjaily,
John Pullen, and Francis Russell.
Special collections also include the Bliss collection of books on travel, French
and British architecture, and the history of art and architecture that are housed in
the Susan Dwight Bliss Room in Hubbard Hall. Many of these books have
2 1 6 Educational Resources and Facilities
exquisite bindings. The books in this room and the room itself (with its Renais-
sance ceiling that once graced a Neapolitan palazzo) were the gift of Miss Bliss
in 1945.
In 1 993, through grants from the National Historical Publications and Records
Commission and the Albert and Elaine Borchard Foundation, the Bowdoin
College Archives was established in space adjacent to Special Collections.
Bowdoin 's proud 200-year history is among its many strengths. A repository for
two centuries of College records and memorabilia, the Archives serves as a vital
information center for the campus and the larger scholarly community. The
Archives is in the forefront of efforts to employ electronic technology to provide
access to collections through the library catalog and the World Wide Web.
Students are encouraged to incorporate archival material into their research.
The Hatch Science Library, opened in the spring of 1991, offers science-
related materials, including periodicals, microforms, maps, government docu-
ments, indexes in paper and electronic format, on-line database searching, and a
full range of reference and instructional services to faculty and students. The
building accommodates readers at individual carrels, study tables, informal
seating areas, seminar rooms, and faculty studies.
The William Pierce Art Library and the Robert Beckwith Music Library, small
departmental collections in art and music, are housed adjacent to the offices of the
departments. The glass-wrapped Art Library looks out over the campus green.
The Music Library, which was renovated and expanded in 1994, offers a
handsome study room with listening stations and computerized indexes, as well
as scores, recordings, and books.
Library operations and the development of its collections and services are
supported by the general funds of the College and by gifts from alumni and other
friends of the library and the College. The income of more than a hundred gifts
to the College as endowment is directed to the use of the library. The library
annually receives generous gifts of both books and funds for the immediate
purchase of books, electronic resources, and other library materials. Gifts of
books, manuscripts, and family records and correspondence relating to the history
of the College and its alumni are especially welcome.
INSTRUCTIONAL MEDIA SERVICES
Instructional Media Services, an administrative unit of the Library, coordinates
the services of the Language Media Center and Audiovisual Services to support
academic and administrative programs.
I he Language Media Center, in the basement of Sills Hall, provides audio.
video, and multimedia facilities to support the teaching of foreign languages. The
center housesa major part of the Library collection of audiovisual materials, with
special Strength in the areas of foreign culture and film. It is equipped with a
twelve-station I 'andberg audio-active language laboratory; twenty video moni-
Computing and Information Services 217
tors and players for individual viewing of videodiscs and all international
standards of videocassettes; and six networked Macintosh computers with a
variety of language-instructional software. A connected room with a large-screen
monitor accommodates up to 30 people for group viewing of video recordings and
teleconferences. Foreign-language broadcasts received by seven satellite dishes
are directed to the lobby of the Language Media Center and to classrooms and
faculty offices in Sills Hall. A gift from the Andrew W. Mellon Foundation to the
foreign language departments of Bowdoin, Bates, and Colby Colleges will
support the joint development of new multimedia computing and faculty devel-
opment centers to be housed in each institution's foreign language resource
center.
Audio Visual Services, housed in Coles Tower, primarily supports the
academic program through audio and video taping and editing, and assistance
with the development of instructional and presentation materials. Support also is
provided for a wide range of co-curricular activities.
COMPUTING AND INFORMATION SERVICES
Computing and Information Services (CIS) provides effective and efficient, high-
quality technology services to all members of the College community. To meet
this challenge, CIS is divided into four interleaved groups. The telecommunica-
tions group delivers a complete suite of telephone services. The systems and
communications group is responsible for the data network and central hardware
and software services. The administrative computing group develops and main-
tains applications that populate and query a central database of College financial
and student data. The academic computing/user services group provides direct
end-user documentation, training, and support for the entire College community.
CIS has several central systems dedicated to academic research and instruc-
tion. These systems typically run a variant of a Unix operating system and provide
e-mail services, statistical analysis tools, Internet access including access to the
World Wide Web, and other global services. All students are given an account
with full e-mail capabilities and Internet access. CIS maintains several public
. computer labs for use by any member of the College community. Both Macintosh
and PC environments are supported. Lab machines include a wide assortment of
popular software and are connected to the College- wide network and the Internet.
The College's voice and data network permits students to connect to the
central network services from many dormitory rooms. Basic and discounted long-
distance service is available to students living in College residence halls. In
addition, voice mail accounts are available.
2 1 S Educational Resources and Facilities
BOWDOIN COLLEGE MUSEUM OF ART
An art collection has existed at Bowdoin almost since the founding of the College.
It came into existence through the 1811 bequest of James Bowdoin III and was
one of the earliest to be formed in the United States. Bowdoin' s gift consisted of
two portfolios containing 141 old master drawings, among which was a superb
landscape attributed to Pieter Bruegel the Elder, and 70 paintings. A group of
Bowdoin family portraits was bequeathed in 1826 by James Bowdoin Ill's
widow, Sarah Bowdoin Dearborn. Through the years, the collection has been
expanded through the generosity of alumni. College friends, and members of the
Bowdoin family, and now numbers 13.000 art objects.
Although various parts of the College's art collection were on view during the
first half of the nineteenth century, it was not until 1855 that a special gallery
devoted to the collection came into being in the College Chapel. This gallery was
made possible by a gift from Theophilus Wheeler Walker of Boston, a cousin of
President Leonard Woods. It was as a memorial to Walker that his two nieces,
Harriet Sarah and Mary Sophia Walker, donated funds in 1891 for the present
museum building, designed by Charles Follen McKim of McKim, Mead &
White. Four murals of Athens, Rome, Florence, and Venice by John La Farge,
Elihu Vedder, Abbott Thayer, and Kenyon Cox, respectively, were commis-
sioned to decorate the museum's rotunda.
The museum holds an important collection of American colonial and federal
portraits, including works by Smibert, Feke, Blackburn, Copley, Stuart, Trumbull,
and Sully. Among the five examples by Robert Feke is the full-length likeness of
Brigadier General Samuel Waldo, generally regarded as the finest American
portrait of the first half of the eighteenth century. The nine paintings by Gilbert
Stuart include pendant portraits of Thomas Jefferson and James Madison.
Colonial and Federal Portraits at Bowdoin College, published in 1 966, describes
this collection in detail.
The College's collection of ancient art contains sculpture, vases, terra cottas,
bronzes, gems, coins, and glass of all phases of the ancient world. The most
notable benefactor in this area was Edward Perry Warren, L.H.D. '26, the leading
American collector of classical antiquities of the first quarter of the twentieth
century. Five magnificent ninth-century b.c. Assyrian reliefs from the Palace of
Ashuma/irpal II, an acquisition facilitated for the College by Henri Byron
Haskell Ml 855, are installed in the museum's rotunda. Ancient Art in Bowdoin
College, published in 1964, describes these holdings.
The College has been the recipient of a Samuel H. Kress Study Collection of
twelve Renaissance paintings; a large collection of medals and plaquettes
presented by Amanda Marchesa Molinari; a fine group of European and Ameri-
can pictures and decorative arts given by John II. Halford '07 and Mrs. Halford;
a collection of Chinese and Korean ceramics given by Governor William Tudor
Gardiner, LL.D. '45. and Mrs. Gardiner; and a collection of nineteen paintings
and 168 prints by John Sloan bequeathed by George Otis Hamlin.
Bowdoin College Museum of Art 219
The College's Winslow Homer Collection comprises paintings, drawings,
prints, and memorabilia pertaining to the artist's career. The first painting by
Homer to enter the museum, a watercolor entitled The End of the Hunt, was
contributed by the Walker sisters from their personal collection. In the fall of
1964, a gift from the Homer family brought to Bowdoin the major portion of the
memorabilia remaining in the artist's studio at Prout's Neck, letters written over
a period of many years to members of his family, and photographs of friends,
family, and Prout's Neck. A large collection of woodcuts was later purchased to
augment these holdings and to create a center for the scholarly study of the life and
career of this important American artist.
In the late 1960s and early 1970s, the museum acquired through gift and
purchase a survey collection of paintings, drawings, and prints by the American
artist and illustrator Rockwell Kent.
The permanent collections also contain fine examples of the work of such
nineteenth-century and twentieth-century American artists as Martin Johnson
Heade, Eastman Johnson, George Inness, Thomas Eakins, John Singer Sargent,
William Glackens, Marsden Hartley, Jack Tworkov, Arshile Gorky, Franz Kline,
Andrew Wyeth, D.F.A. '70, Leonard Baskin, and Alex Katz.
In 1982, the museum published the Handbook of the Collections, dedicated to
the memory of John H. Halford '07. In 1985, a comprehensive catalogue of the
College's permanent collection of old master drawings was published. The
Architecture of Bowdoin College, an illustrated guide to the campus by Patricia
McGraw Anderson, was published in 1988.
During 1993-94, the Museum of Art commemorated the bicentennial of
Bowdoin College and the centennial of the Walker Art Building with the
publication of a book entitled The Legacy of James Bowdoin HI and a series of
major exhibitions. The book includes scholarly essays on the career and collec-
tions of the College's first patron, who was a merchant, agriculturalist, politician,
and President Jefferson' s minister to Spain. Additional essays discuss the campus
life of the art collections left by James Bowdoin to the College, the intellectual
foundations of the American college museum, the commission for the art building
given by the sisters Harriet Sarah and Mary Sophia Walker in memory of their
uncle Theophilus Wheeler Walker, and Walker family history. The series of year-
long exhibitions focused on the principal donors, James Bowdoin and the Walker
sisters; the quality and variety of the museum's permanent collection; and the
present strength of the College's art department.
In addition to exhibitions of the permanent collections, the museum schedules
an active program of temporary exhibitions of art lent by institutions and private
collectors throughout the United States. Recent exhibitions include From Diirer
to Picasso: Five Centuries of Master Prints from a Private Collection; Katherine
Porter: Paintings/Drawings; The Here and the Hereafter: Images of Paradise in
Islamic Art; From Studio to Studiolo: Florentine Draftsmanship under the First
Medici Grand Dukes; Holocaust: The Presence of the Past; Vinalhaven at
Bowdoin: One Press, Multiple Impressions; Art's Lament: Creativity in the Face
220 Educational Resources and Facilities
of Death; Collecting for a College: Gifts from David P. Becker; and Bowdoin
Photographers: Liberal Arts Lens.
The College lends art objects in the custody of the museum to other institutions
throughout the United States and, occasionally, to institutions abroad. The
museum also sponsors educational programs including gallery talks and lectures
thai relate to the permanent collections and complement temporary exhibitions.
Members of the Association of Bowdoin Friends, a campus support group,
have access to a wide variety of activities and programs sponsored by the
museum. Another vital support group of 54 volunteers conducts tours and assists
the museum staff with clerical activities and educational programs. The museum
was awarded two three-year Andrew W. Mellon Foundation grants that support
year-long internships at the museum for recent art history graduates. The Mellon
project also encourages use of the art collections in courses at the College.
The amount of space in the Walker Art Building more than doubled in 1976
following extensive renovation designed by Edward Larrabee Barnes. Two
galleries for exhibiting the museum's permanent collection and two temporary
exhibition galleries were added on the lower level. One of the new galleries was
dedicated to the memory of John H. Halford "07; another, in memory of John A.
and Helen P. Becker. In 1993, the Winslow Homer Seminar Room was estab-
lished at the request of students for closer study and examination of works of art
normally in storage. During the academic year, this space is used actively by
faculty and students for course work and/or independent research projects.
THE PEARY-MACMILLAN ARCTIC MUSEUM
AND ARCTIC STUDIES CENTER
The Peary-MacMillan Arctic Museum was founded in honor of two famous
Arctic explorers and Bowdoin alumni. Admirals Robert E. Peary (Class of 1 877)
and Donald B. MacMillan (Class of 1898). On April 6, 1909, after a lifetime of
Arctic exploration, Peary became the first person to reach the North Pole.
MacMillan was a crew member on that North Pole expedition. Between 1 908 and
1954, MacMillan explored Labrador, Baffin Island, Ellesmere Island, and
Greenland. Most of his expeditions were made on board the Bowdoin. a schooner
he designed for work in ice-laden northern waters. MacMillan took college
students on the expeditions and introduced them to the natural history and
anthropology of the North. He was not the first to involve Bowdoin students in
Arctic exploration, however. In I860, Paul A. Chadboume, a professor of
chemistry and natural history, had sailed along the Labrador and West Greenland
coasts with students from Williams and Bowdoin.
The museum's collections include equipment, paintings, and photographs
relating to the history of Arctic exploration, natural history specimens, ami
artifacts and drawings made by Inuit and Indians of Arctic North America. The
museum has large collections of ethnographic photographs and films recording
Research, Teaching, and Conference Facilities 22 1
past lifeways of Native Americans taken on the expeditions of MacMillan and
Robert Bartlett, an explorer and captain who sailed northern waters for nearly fifty
years. Diaries, logs, and correspondence relating to the museum's collections are
housed in the Special Collections section of the Hawthorne-Longfellow Library.
The museum, established in 1967, is located on the first floor of Hubbard Hall.
The building was named for General Thomas Hubbard of the Class of 1857, a
generous benefactor of the College and financial supporter of Peary's Arctic
ventures. The museum's exhibitions were designed by Ian M. White, former
director of the Fine Arts Museum of San Francisco, who sailed with MacMillan
in 1950. Generous donations from members of the Class of 1925, together with
gifts from George B. Knox of the Class of 1929, a former trustee, and other
interested alumni and friends, made the museum a reality. Continued support
from friends of the College, the Kane Lodge Foundation, and the Russell and
Janet Doubleday Foundation have allowed the museum to continue to grow.
The Arctic Studies Center was established in 1985 as a result of a generous
matching grant from the Russell and Janet Doubleday Foundation to endow the
directorship of the center, in recognition of the Doubleday s' close relationship to
MacMillan. The center links the resources of the museum and library with
teaching and research efforts, and hosts traveling exhibitions, lectures, work-
shops, and educational outreach projects. Through course offerings, field re-
search programs, employment opportunities, and special events, the center
promotes anthropological, archaeological, geological, and environmental inves-
tigations of the North.
RESEARCH, TEACHING, AND CONFERENCE FACILITIES
The Bowdoin Pines
Adjacent to the campus on either side of the Bath Road is a 33-acre site known
as the Bowdoin Pines. Cathedral white pines, some of them 125 years old, tower
over the site, which is a rare example of one of Maine' s few remaining old-growth
forests. For biology students, the Pines provides an easily accessible outdoor
laboratory. For other students, the site offers a place for a walk between classes,
, an inspirational setting for creating art, or simply a bit of solitude. Plans are
underway to improve the system of trails within the Pines, making the site more
accessible to students and community members.
Bowdoin Scientific Station
The College maintains a scientific field station at Kent Island, off Grand Manan
Island, in the Bay of Fundy, New Brunswick, Canada, where qualified students
can conduct research in ecology, animal behavior, marine biology, botany,
geology, and meteorology. The 200-acre island was presented to the College in
1935 by John Sterling Rockefeller.
Kent Island is a major seabird breeding ground. Its location makes it a
222 Educational Resources and Facilities
concentration point for migrating birds in spring and fall. The famous Fundy tides
create excellent opportunities for the study of marine biology. It also features a
variety of terrestrial habitats.
No formal courses are offered at the station, but students from Bowdoin and
other institutions are encouraged to select problems for investigation at Kent
Island during the summer and to conduct independent field work with the advice
and assistance of the Director, Associate Professor Nathaniel Wheelwright.
Students have the opportunity to collaborate with faculty members and graduate
students from numerous universities and colleges. Field trips of short duration to
Kent Island are a feature of Bowdoin' s courses in ecology and ornithology.
Breckinridge Public Affairs Center
The Breckinridge Public Affairs Center is a 23-acre estate on the tidal York River
in southern Maine. The center includes a 25-room main house, a clay tennis court,
and a 110-foot, circular, saltwater swimming pool. Owned and operated by
Bowdoin College, the center is used for classes, seminars, and meetings of
educational, cultural, and civic groups. Business and professional organizations
also use the facility for planning sessions and staff development activities. River
House, which accommodates 19 overnight guests, was designed by Guy Lowell
in 1905 and is on the National Register of Historic Places. The estate was given
to Bowdoin in 1974 by Marvin Breckinridge Patterson, whose husband was the
Honorable Jefferson Patterson of St. Leonard, Maryland. Named in honor of Mrs.
Patterson's family, the estate is available for use April 1 through July 25, and
September 17 through Thanksgiving, each year.
Coastal Studies Center
The Coastal Studies Center occupies a 1 18-acre coastal site about eight miles
from the campus on Orr's Island and known as Thalheimer Farm. The Center is
devoted to interdisciplinary teaching and research in marine biology, terrestrial
ecology, ornithology and geology, and will include laboratories for both marine
and terrestrial studies. Its facilities will play an active role in Bowdoin's programs
in biology, environmental studies, and geology. In addition, the centrally-located
farmhouse will provide seminar and kitchen facilities where classes from all
disciplines can gather in a retreat-like atmosphere that encourages sustained,
informal interaction among students and faculty members.
The Coastal Studies Center site is surrounded on three sides by the ocean and
encompasses open fields, orchards, and new-growth forest. The Center was
established through an endowment gift in 1995 and is expected to be completed
by 1997.
Lectureships 223
Coleman Farm
During the course of the academic year, students study ecology at a site three miles
south of the campus, using an 83-acre tract of College-owned land that extends
to the sea. Numerous habitats of resident birds are found on the property, which
is also a stopover point for many migratory species. Because of its proximity to
campus, many students visit Coleman Farm for natural history walks, cross-
country skiing, and other forms of recreation.
LECTURESHIPS
The regular instruction of the College is supplemented each year by ten or twelve
major lectures, in addition to lectures, panel discussions, and other presentations
sponsored by the various departments of study and undergraduate organizations.
These funds are administered by the Lectures and Concerts Committee and
relevant departments.
John Warren Achorn Lectureship (1928): The income of a fund established by
Mrs. John Warren Achorn as a memorial to her husband, a member of the Class
of 1879, is used for lectures on birds and bird life.
Charles F. Adams Lectureship (1978): The income of a fund established by
the bequest of Charles F. Adams ' 12 is used to support a lectureship in political
science and education.
Beecher-Stowe Family Memorial Fund (1994): The income of a fund estab-
lished as a memorial to Harriet Beecher Stowe, author of Uncle Tom 's Cabin; her
husband, Calvin Ellis Stowe (Class of 1824), Elizabeth Collins Professor of
Natural and Revealed Religion at the College from 1 850 to 1 852; and her brother,
Charles Beecher (Class of 1834), by Harold Beecher Noyes, great-grandson of
Charles Beecher, is used to support a lectureship addressed to "human rights and/
or the social and religious significance of parables."
Tom Cassidy Lectureship (1991): The income of a fund established by the
bequest of Thomas J. Cassidy '72 is used to support a lectureship in journalism.
Dan E. Christie Mathematics Lecture Fund (1976): Established by family,
friends, colleagues, and former students in memory of Dan E. Christie '37, a
member of the faculty for thirty-three years and Wing Professor of Mathematics
from 1965 until his death in 1975, this fund is used to sponsor lectures under the
auspices of the Department of Mathematics.
Annie Talbot Cole Lectureship (1907): This fund, established by Mrs. Calista
S. Mayhew in memory of her niece, Mrs. Samuel Valentine Cole, is used to
sponsor a lectureship that contributes "to the ennoblement and enrichment of life
by standing for the idea that life is a glad opportunity. It shall, therefore, exhibit
and endeavor to make attractive the highest ideals of character and conduct, and
also, insofar as possible, foster an appreciation of the beautiful as revealed
through nature, poetry, music, and the fine arts."
224 Educational Resources and Facilities
John C. Donovan Lecture Fund (1990): Established by colleagues, friends,
and members of the Donovan family, through the leadership of Shepard Lee '47,
this fund is used to support a lecture in the field of political science under the
sponsorship of the Department of Government.
Elliott Oceanographic Fund ( / 973): Established by the Edward Elliott Foun-
dation and members of the Elliott family in memory of Edward L. Elliott, a
practicing geologist and mining engineer who expressed a lifelong interest in
science and the sea, this fund promotes oceanographic education, in its widest
definition, for Bowdoin students. It is expected that at least part of the fund will
be used to support the Elliott Lectures in Oceanography, which were inaugurated
in 1971.
Alfred E. Golz Lecture Fund (1986): Established by Ronald A. Golz '56 in
memory of his father, this fund is used to support a lecture by an eminent historian
or humanitarian to be scheduled close to the November 21 birthday of Alfred E.
Golz.
Cecil T. and Marion C. Holmes Mathematics Lecture Fund (1977): Estab-
lished by friends, colleagues, and former students to honor Cecil T. Holmes, a
member of the faculty for thirty-nine years and Wing Professor of Mathematics,
this fund is used to provide lectures under the sponsorship of the Department of
Mathematics.
Kibbe Science Lecture Fund (1994): This fund, established by Frank W. Kibbe
(Class of 1 937) and his wife Lucy K. Kibbe, is used to support lectures by visiting
scholars on "topics deemed to be 'on the cutting edge of or associated with new
developments or research findings in the fields of Astronomy or Geology."
Lesbian and Gay Lectureship Fund (1992): Established by members of the
Bowdoin Gay and Lesbian Alumni/ae Association, this fund is used to sponsor at
least one lecture annually in the field of gay and lesbian studies.
Mayhew Lecture Fund (1923): Established by Mrs. Calista S. Mayhew, this
fund is used to provide lectures on bird life and its effect on forestry.
Charles Weston Pickard Lecture Fund (1961): The income of a fund estab-
lished by John Coleman '22 in memory of his grandfather, a member of the Class
of 1 857, is used to provide a lecture in the field of journalism in its broadest sense.
"By journalism is meant lines of communication with the public, whether through
newspapers, radio, television, or other recognized media."
Kenneth V. Santagata Memorial Fund (1982): Established by family and
friends of Kenneth V. Santagata '73, this fund is used to provide at least one
lecture each year, rotating in the arts, humanities, and social sciences, with
lecturers to be recognized authorities in their respective fields, to present new,
DOVel, or nonconventional approaches to the designated topic in the specified
category.
Performing Arts 225
Edith Lansing Koon Sills Lecture Fund (1962): This fund was established by
the Society of Bowdoin Women to honor Mrs. Kenneth C. M. Sills, the wife of
a former president of Bowdoin College.
The Harry Spindel Memorial Lectureship (1977): Established by the gift of
Rosalyne Spindel Bernstein and Sumner Thurman Bernstein in memory of her
father, Harry Spindel, as a lasting testimony to his lifelong devotion to Jewish
learning, this fund is used to support annual lectures in Judaic studies or
contemporary Jewish affairs.
The Jasper Jacob Stahl Lectureship in the Humanities (1970): Established by
the bequest of Jasper Jacob Stahl '09, Litt.D. '60, this fund is used "to support a
series of lectures to be delivered annually at the College by some distinguished
scholarly and gifted interpreter of the Art, Life, Letters, Philosophy, or Culture,
in the broadest sense, of the Ancient Hebraic World, or of the Ancient Greek
World or of the Roman World, or of the Renaissance in Italy and Europe, or of
the Age of Elizabeth I in England, or that of Louis XIV and the Enlightenment in
France, or of the era of Goethe in Germany."
Tallman Lecture Fund (1928): Established by Frank G. Tallman, A.M. H'35,
as a memorial to the Bowdoin members of his family, this fund is used to support
a series of lectures to be delivered by men selected by the faculty. In addition to
offering a course for undergraduates, the visiting professor on the Tallman
Foundation gives public lectures on the subject of special interest.
PERFORMING ARTS
Music
Music performance at Bowdoin ranges from informal student repertory sessions
to professional performances by visiting artists, and from solo recitals to large-
scale performances for chorus and orchestra. Many ensembles, such as the
Chamber Choir, Bowdoin Orchestra, College Chorus, and Concert Band, are part
of the curricular program. Credit is also given for participation in the chamber
ensembles. Other groups, such as the Polar Jazz Ensemble and Bowdoin Conga
Drums, are sponsored by students.
The Chamber Choir is a select group of approximately twenty-five singers that
performs a wide variety of choral and soloistic music. Its repertoire in the past few
years includes Palestrina' s Missa Lauda Sion, music of the African Diaspora, Jimi
Hendrix, Handel's Messiah (with the Portland Symphony), and the music of
Ecuador. Recent tours have taken the choir to Europe, Canada, New Orleans, and
South America. The Bowdoin Chorus, which also tours, is a choral ensemble
composed of students, faculty, staff, and community members. Recent perfor-
mances by the Chorus include Brahms's Liebeslieder Waltzes, Rachmaninoff s
Liturgy of St. John Chrysostom, Faure's Requiem, and the music of Latin
America.
22u Educational Resources and Facilities
The Bowdoin Orchestra is an auditioned ensemble also drawn from the
community at large. Its performances include works from the standard repertoire,
such as Mozart and Beethoven symphonies, as well as more unusual selections
and premieres of new student compositions. The Concert Band often performs at
campus ceremonies, such as James Bowdoin Day, and it also plays on-campus
concerts of the standard repertoire and contemporary arrangements.
Both early music and contemporary music receive considerable emphasis at
Bowdoin, and the music department recently won a national award for its support
of American music. Early music is furthered through a collection of early
instruments, such as violas da gamba, shawms, cornetti, and members of the lute
family, as well as two harpsichords and a tracker-action organ, gift of Chester
William Cooke III '57. Entire concerts are often devoted to a particular early-
music repertoire, such as that of the sixteenth-century Spanish court. Recent
visiting early-music artists include the Tallis Scholars, Musica Antiqua Koln, and
harpsichordist Igor Kipnis.
There are also frequent visits by guest composers such as Karel Husa, Pauline
Oliveros, George Crumb, and Thea Musgrave, and a biennial festival of contem-
porary choral music. Student compositions are often heard on campus. The
performance of American music has included visits by professional jazz en-
sembles such as the Billy Taylor Trio and the production of Otto Luening's opera
Evangeline.
Other visiting artists in recent years have included Eugenia Zukerman, the Los
Angeles Piano Quartet, Joan Morris and William Bolcom, the Chinese Music
Ensemble of New York, the Lydian String Quartet, and Kurt Ollmann. In addition
to performing, the artists often teach master classes and hold discussions with
students.
Bowdoin owns a collection of orchestral and band instruments and over
twenty grand pianos available for use by students studying and performing music.
Soloists and ensembles perform in a number of halls on campus, including Gibson
Recital Hall, Kresge Auditorium, Pickard Theater, and the Chapel, which houses
a forty-five-rank Austin organ. Private instruction in piano, organ, harpsichord,
voice, guitar, and all the major orchestral instruments is available.
Theater and Dance
Dance
The dance component of the Department of Theater and Dance evolved from the
Bowdoin Dance Program, which was founded in 1971 and soon developed an
;il;kIcd lie curriculum. Each year, the Bowdoin Dance Group, the student perform-
ing ensemble, presents an informal studio show in December and a major
performance of student- and faculty-choreographed works in Pickard Theater in
April. Students also perforin at Parents' Weekend in the fall and in the Museum
Of Art in May. Performances are strongly linked to participation in technique,
Performing Arts 227
repertory, and choreography classes, held in the dance studio at Sargent Gymna-
sium, but independent work is also presented.
A co-curricular, student-run performance group called VAGUE was founded
in 1989. VAGUE (an acronym for "Very Ambitious Group Under Experiment")
performs as part of Bowdoin Dance Group concerts and in other shows on and off
campus. VAGUE' s faculty advisor is the chair of the Department of Theater and
Dance, and the group shares the department's dance studio on the third floor of
Sargent Gymnasium.
The studio provides a light, airy space with a suspended wood floor for classes
and rehearsals. Dance concerts are sometimes presented in the studio, in addition
to Pickard Theater, Kresge Auditorium, and the Museum of Art, as well as in
unconventional spaces such as the squash courts and outside on the Quad.
Besides student and faculty performances, the department sponsors visits by
nationally known dance companies, choreographers, and critics for teaching
residencies and performances. Student dancers have presented prize- winning
pieces in the American College Dance Festival Association's annual festival and
occasionally work with students from Bates and Colby Colleges on perfor-
mances. The department has sponsored professional dance companies that range
from baroque dance and ballet to tap, modern, and performance art.
A partial list includes, for baroque and ballet, the Berkshire Ballet, the Court
Dance Company of New York, and the Ken Pierce Baroque Dance Company; for
jazz and jazz-tap, Impulse Dance Company and the Copasetics; for modern
forms, Alvin Ailey Repertory Ensemble, Johanna Boyce, Art Bridgman and
Myrna Packer, Richard Bull Dance Company, Jim Coleman/Terese Freedman,
Merce Cunningham, Douglas Dunn, Susan Foster, Irene Hultman, Pauline
Koner, Meredith Monk, Mark Morris, Phoebe Neville, Wendy Perron, Pilobolus,
Dana Reitz, Kei Takei, UMO Performance Ensemble, Doug Varone and Trisha
Brown Company; and lectures by dance writers Susan Foster, Jill Johnston, Laura
Shapiro, and Marcia B. Seigel. These professionals teach master classes and offer
lecture-demonstrations as part of their visits to campus, and often are commis-
sioned to create choreography especially for the Bowdoin dancers.
Theater
The theater component of the Department of Theater and Dance evolved from the
student performance group Masque and Gown, which was founded in 1 903. In the
mid- 1 990s an academic curriculum in theater was developed, combining courses
and departmental productions, and Masque and Gown became an independent
student organization with continued ties to the department.
The department annually presents numerous plays and events, directed or
created by faculty and by students, ranging from new plays to performance art to
Shakespeare. Recent departmental productions have included Elizabeth Egloff s
Phaedra, Bertolt Brecht's Good Person ofSetzuan, and a student-directed The
Taming of the Shrew. In conjunction with the department's activities, visiting
Educational Resources and Facilities
artists present performance workshops and professional courses in a variety of
areas. The department has sponsored several residencies and performances by
artists such as Spalding Gray and Dan Hurlin (both Obie-award-winning perfor-
mance and theater artists).
Memorial Hall, a striking gothic-style granite and stained glass memorial to
Bowdoin's Civil War veterans, was completed in 1882 and houses the College's
main performance spaces. Pickard Theater, the generous gift of Frederick
William Pickard. LL.D., in 1955, includes a 600-seat theater with proscenium
stage equipped with a full fly system and computer lighting. The G.H.Q.
Playwrights' Theater, a 100-seat. flexible, laboratory theater is used to present a
wide range of work by students and faculty. Memorial Hall also contains a scene
shop, a costume shop, and classrooms for theater and dance.
Masque and Gown sponsors an annual, student-written, one-act play festival,
a sixty-year-long tradition, partially underwritten by the generous gift of Hunter
S. Frost '47. In addition to the one-act play festival. Masque and Gown presents
one major production and numerous other plays throughout the year. An execu-
tive committee of undergraduates elected by its members consults with the
group's academic advisor to determine the program for each year. The board
organizes production work and takes responsibility for the club's publicity.
Masque and Gown members work as actors, playwrights, directors, designers,
builders, painters, electricians, stage hands, publicists, and producers.
Student Life
Bowdoin College encourages students to combine their scholarship in the
classroom with experiences in a wide variety of co-curricular activities that foster
the development of leadership and citizenship. Music, dance, and drama groups,
student government, special interest groups, the Bowdoin Outing Club, and the
Bowdoin Volunteer Program are among the many groups that provide opportu-
nities for participation. Art exhibits, lectures, concerts, films, and theatrical
productions contribute to the life of the College beyond the classroom. Twenty-
nine varsity sports and five club sports are the focus of the Athletics Department,
which also sponsors intramural athletics and oversees training facilities that are
open to all students and staff.
RESIDENTIAL LIFE
There is a wide variety of housing at Bowdoin, including traditional residence
halls, Coles Tower, and theme houses and apartments. The College residences are
designed to be an important part of the college experience. They are places for
sleep, study, and conversation. But more important, the residences are commu-
nities that encourage students to learn about themselves and others.
First-year students are required to live in campus housing. All other students
may choose to live in campus housing, in a fraternity, or in the neighboring
communities. Students living in College housing (including the fraternities), with
the exception of the apartments and a few designated houses, must choose either
a full 1 9-meal board plan or a 1 4-meal plan that does not include breakfasts. Those
living off campus and in the apartments may select from a variety of meal plans.
Dining facilities include the newly renovated Moulton Union, Wentworth Hall,
or fraternity dining rooms for members.
Campus housing is overseen by the director of residential life, who reports to
the dean of student affairs. The director trains and supervises a 40-member
student staff composed of proctors, resident assistants, and interns whose aim is
to provide a climate conducive to intellectual and social life.
There are eight coeducational fraternities at Bowdoin. About 30 percent of
Bowdoin students are fraternity members. Nearly 120 members reside in the
houses, which are located adjacent to campus and are owned by alumni house
corporations.
Religious activities at Bowdoin are organized by the students with the support
of the Bowdoin and Brunswick communities. The Bowdoin Christian Fellow-
ship, the Bowdoin Jewish Organization, the Canterbury Club, and the Catholic
Students Union are active on the campus.
Student Life
CODES OF CONDUCT
Bowdoin College holds each student responsible for his or her behavior both in
and out of the classroom. Students are also required to assure the same high
standards from their guests. As students register for their first semester, they are
asked to sign the Honor and Social Code pledge book. By signing, each student
promises to abide by the Academic Honor Code and the Social Code that together
form the basis for conduct at Bowdoin College.
The Academic Honor Code is based on the conviction that uncompromised
intellectual inquiry lies at the heart of a liberal education. Academic dishonesty
is antithetical to our institutional values. Students pledge neither to give nor to
receive unacknowledged aid in any academic undertaking. It is each student's
responsibility to become familiar with the code and with the guidelines in
Sources: Their Use and Acknowledgment.
The Social Code describes the rights and responsibilities of Bowdoin students.
While it imposes no specific morality on students, the College requires certain
standards of behavior to secure the safety of the College community and ensure
that the campus remains a center of learning. The Social Code requires that
students conduct themselves in accordance with local, state, and federal laws. It
also protects the rights of all students to privacy and to full participation in the life
of the College. Specific policies on illegal drugs, alcohol, sexual harassment,
sexual assault, and computer use are found in the Student Handbook.
The success of the Academic Honor and Social Codes depends on the active
commitment of all members of the community; please refer to the Student
Handbook for the text of the Codes and for more specific information on the
College's responses to violations.
Individuals who suspect violations of the Academic Honor Code and/or Social
Code should not attempt to resolve the issues independently, but are urged to refer
their concerns to the appropriate dean. The College reserves the right to impose
sanctions on students who violate these codes.
The Office of the Dean of Student Affairs is responsible for the administration
of the disciplinary process. The Judicial Board shall review cases referred by the
Dean's Office. In cases of Academic Honor Code violation, the Judicial Board
decisions arc final. In Social Code cases, the decision is a recommendation to the
dean of student affairs. The appeals process is detailed in the Student Handbook.
STUDENT GOVERNMENT
All students enrolled ai the College are members of the Student Assembly.
The Executive Hoard of the Student Assembly consists of fifteen members,
who appoint their officers for the academic year. To he eligible for election to the
Executive Hoard, a candidate for office must present a petition signed by at least
iiit> students. Elections are held each spring and fall.
Student Life 231
The Executive Board meets weekly and is charged with presenting student
opinion to the administration; overseeing all chartered student organizations;
maintaining standing committees, including the Student Judicial Board, which
administers the Honor Code and the Social Code; filling student positions on
faculty and Governing Board committees; and supervising class officer elections.
STUDENT SERVICES
The College provides a variety of services designed to promote the well-being of
its students, in support of the broad educational goals of the College.
Career Planning Center
The Career Planning Center (CPC) complements the academic mission of the
College. A major goal of the Center is to introduce undergraduates to the process
of career planning, which includes self-assessment, career exploration, goal-
setting, and the development of an effective job search strategy. Students are
encouraged to visit the CPC early during their college years for counseling and
information on internships and summer jobs. The CPC assists seniors and alumni/
ae in their transition to work or graduate study and prepares them to make future
career decisions.
A dedicated, professionally trained staff is available for individual career
counseling. Workshops and presentations provide assistance in identifying
marketable skills, writing resumes, preparing for interviews, and refining job-
hunting techniques. Panel discussions and informational meetings throughout the
year are designed to broaden students' awareness of their career options and to
enhance their understanding of the job market. Programming and advising
regarding graduate and professional school study is offered as well. In counseling
style and program content, the CPC addresses the needs of those with diverse
interests, values, and expectations.
Each year, nearly 40 companies, 70 graduate and professional schools, and a
growing number of secondary schools and nonprofit employers participate in the
on-campus recruiting program. Bowdoin is also a member of interviewing
consortia in Boston and New York City. The office subscribes to over thirty
periodicals listing current job opportunities, has access to on-line employer
information, a computerized career assessment and decision-making program,
and houses application materials on more than 1,100 summer and semester
internships.
The Career Planning Center continually updates an alumni/ae advisory
network and a resource library located on the first floor of the Moulton Union. A
weekly newsletter publicizes all CPC events and programs in addition to intern-
ship and job openings.
232 Student Life
Health Services
The Dudley Coe Health Center provides medical and nursing services to students
on a walk-in basis, Monday through Friday, from 8:00 a.m. to 8:00 p.m., and
Saturday and Sunday, from 1:00 p.m. to 5:00 p.m. Physicians, registered nurses,
a nurse practitioner, and a radiologic technologist work together to staff the
student health services. Complete gynecologic services are available by appoint-
ment. The health center holds a weekly orthopedic clinic and provides diagnostic
X-ray services.
The Dudley Coe Health Center works closely with the local medical commu-
nity and area hospitals to provide comprehensive health care to all Bowdoin
students. The Health Center does not provide clinical services during school
vacations.
Counseling Service
The Counseling Service is staffed by experienced mental health professionals
(trained in psychology, social work, or counseling) who are dedicated to helping
students resolve personal and academic difficulties and maximize their psycho-
logical and intellectual potential. The counseling staff assists students who have
concerns about anxiety, depression, academic pressure, family conflicts, room-
mate problems, alcohol and drug use, date rape, eating disorders and body image,
sexuality, intimate relationships, and many other matters. In addition to providing
individual and group counseling, the staff conducts programs and workshops and
provides training and consultation for the Bowdoin community. When appropri-
ate, counselors may refer students to a consulting psychiatrist for evaluation
regarding psychoactive medication. The Counseling Service maintains a particu-
larly strong commitment to meeting the needs of underrepresented groups and
enhancing cross-cultural understanding. Information disclosed by a student to his
or her counselor is subject to strict confidentiality.
Students may schedule a counseling appointment by calling ext. 3145 or
stopping by the office in person. Regular hours are from 8:30 a.m. to 5:00 p.m.,
Monday through Friday. A walk-in "emergency" hour is set aside each weekday
from 4:00 p.m. to 5:00 p.m. for any student who may be experiencing a personal
crisis that warrants immediate attention. After hours and on weekends, students
may reach an on-call counselor for emergency consultation by calling Bowdoin
Security (ext. 3500). The Counseling Service does not provide clinical services
during school vacations.
The Counseling Service staff also provides brief counseling and referral
Services to all Bowdoin employees through the College's Employee Assistance
Program (EAP). Imployccs may call the Counseling Service to schedule an
appointment during regular hours, or may arrange to sec an oil-campus EAP
counselor (Anne luiulci burk. L.C.S.W.) by calling 729-7710.
I be Counseling Service offices are located on the third floor of the Dudley Coe
Health (enter.
Student Life 233
Security
Bowdoin maintains a staff of trained, uniformed security officers who are on duty
24 hours a day to respond to emergencies and maintain a regular patrol of the
campus. Assistance can be summoned by using the College telephone system.
The Security Communications Center is open 24 hours a day at extension 3314
for information. For emergencies, call extension 3500 or 725-3500.
The Security Office is open Monday through Friday from 8:30 to 1 1:30 a.m.
and from 12:30 to 5:00 p.m. The administrative office is closed on holidays and
weather emergency days. Student identification cards and vehicle registrations
may be obtained from the Security Office between the hours of 2:30 and 4:30 p.m.,
Monday through Friday.
Students, whether or not they reside on campus, are required to register
their vehicles with Campus Security. Students are assigned a specific parking
location and are issued a decal for their assigned parking lot. Proof of insurance
and state vehicle registration must be presented when registering with Campus
Security. A $ 10 fee, which is subject to change, is charged for the parking decal.
A free shuttle service operates from 7:30 p.m. to 11:00 p.m., Sunday through
Thursday, and from 7:30 p.m. to 2:00 a.m., Friday and Saturday, during the
academic year. The service is "on demand," and students must call extension 3337
or 725-3337 for a ride. Students are encouraged to use the service, which provides
transportation within campus and to the outskirts of campus. Student Safe
Walkers are also available to walk with individuals who request their assistance
on campus only. Safe Walk service may be obtained by calling extension 3337 or
725-3337 between 8:00 p.m. and midnight seven days a week.
ATHLETICS AND PHYSICAL EDUCATION
Bowdoin believes that physical education is an important part of the total
educational program. The Department of Athletics provides students with oppor-
tunities for satisfying experiences in physical activities for the achievement of
health and physical fitness. The physical education program includes classes that
provide instruction in sports activities, intramural athletics, and intercollegiate
competition. Students are encouraged to use the athletic facilities to participate in
free recreational play.
Physical Education
The instructional program includes a wide variety of activities utilizing campus
and off-campus facilities, both natural and man-made. The activities have been
selected to provide the Bowdoin community (students, faculty, and staff mem-
bers) with the opportunity to receive basic instruction in exercises and leisure-
time activities. It is hoped that participants will develop these activities into
lifelong commitments. The program varies from year to year to meet current
interests and generally includes such activities as canoeing, swimming, and
fishing.
234 Student Life
Intramurals
Coeducational leagues at the novice, intermediate, and advanced levels are
uttered in basketball, touch football, ultimate frisbee, ice hockey, outdoor soccer,
softball. indoor and outdoor volleyball, and water basketball. All students and
members of the faculty and staff are eligible to participate in the intramural
program unless they are playing for a corresponding varsity, junior varsity, or club
team. A coed tennis tournament and triathlon are held each fall and spring.
Intercollegiate Athletics
During the past year. Bowdoin offered intercollegiate competition in the follow-
ing varsity sports: men's baseball, basketball, cross country, football, ice hockey,
lacrosse, skiing, soccer, squash, swimming, tennis, and track (winter and spring);
women's basketball, cross country, field hockey, ice hockey, lacrosse, skiing,
soccer, softball, squash, swimming, tennis, track (winter and spring), and volley-
ball; and coed golf and sailing.
Club Sports
The following club sports are active at Bowdoin: crew, karate, rugby, ultimate
frisbee, and water polo.
Outdoor Facilities
Whittier Field, a tract of 5 acres, is used for football games and also includes a 400-
meter, all-weather track. It has a grandstand with team rooms beneath it. Pickard
Field is a tract of 35 acres that includes baseball and softball diamonds; spacious
playing fields for football, lacrosse, rugby, soccer, softball, and touch football;
eight tennis courts; and a cross-country ski track.
Indoor Facilities
Morrell Gymnasium contains a modern basketball court with seats for about
2,000 persons; two visiting team rooms; 1 1 squash courts; men's and women's
locker rooms; shower facilities; a modern, fully equipped, coed training room;
olt ices tor the director of athletics and department staff; and a divided multipur-
pose room.
Sargent Gymnasium contains the Dance Studio, a regulation basketball court,
and the College's new Sidney Watson Fitness Center. The fitness center is
equipped with a combination of free weights, selectorized machines, and cardio-
vascular machines in a well-designed 4,800-square-foot area that accommodates
all members Of the Bowdoin community, from the casual user to the varsity
athlete.
The William Farley Field House contains a 200-meter, 6-lane track, a weight
room, and lour tennis courts adjacent to the A. LeRoy Greason Swimming Pool,
a I l4-by-75-foot, 1 6-lane pool with one 3-meter and two 1 -meter diving boards;
a training room; locker ami equipment rooms; and an aerobics room.
Student Life 235
Completing the athletic facilities is the Dayton Arena, which has a 200-by-85-
foot refrigerated ice surface and seating accommodations for 2,600 spectators,
with men's and women's locker rooms, two visiting team rooms, and a training
room.
STUDENT ACTIVITIES
There are currently more than 75 active student organizations at Bowdoin;
additional groups are frequently formed by students with similar interests.
Among the oldest groups are the Outing Club, the Orient, and Masque and Gown,
a student-run dramatic organization. The Bowdoin Ballroom Dance Club, founded
in 1995, is one of the newest. For a complete list and descriptions of student
organizations, please consult the Student Organizations Handbook published by
the Student Activities Office.
The David Saul Smith Union houses the Student Activities Office, the offices
of the director and assistant director of student activities, the information center,
the bookstore, the headquarters of the Executive Board of the Student Assembly,
the mailroom, the Cafe, the Gameroom, Jack Magee's Pub, and a workspace that
can be used by any student organization.
Alumni Organizations
Alumni Association
The Bowdoin College Alumni Association has as its purpose "to further the well-
being of the College and its alumni by stimulating the interest of its members in
the College and each other through the conduct of programs by and for alumni and
by encouraging the efforts of its members in programs that promote the Common
Good." Membership is open to former students who during a minimum of one
semester's residence earned at least one academic credit toward a degree, to those
holding Bowdoin degrees, and to anyone elected to membership by the Executive
Committee of the Alumni Council.
Alumni Council Executive Committee
Officers: Jane McKay Morrell '81, president; Sara B. Eddy '82, secretary and
treasurer.
Members-at-Large: Terms expire in 1997: Douglas C. Bates '66, Tyree P.
Jones '82, Jane McKay Morrell '81, and Thomas E. Walsh, Jr. '83. Terms expire
in 1998: Richard M. Burston '49, Donald C. Ferro '68, Jane E. Titcomb '74, and
Edward F. Woods '49. Terms expire in 1999: William A. Dougherty '46, Walter
G. Gans '57, Wanda E. Fleming '82, and Tricia T. Lin '87. Terms expire in 2000:
Judith E. Laster '81, Deborah Jensen Barker ' 80, Gregory E. Kerr ' 79, and Michel
J. LePage '78.
Other members of the council executive committee are a representative of the
faculty, the director of Annual Giving, the chair of the Alumni Fund, a national
chair of clubs, one member of the Afro-American Alumni Council, the national
chair of BASIC, three undergraduates, and the vice president for development and
College relations. The President of the College is an ex officio member.
Alumni Council Awards
Alumni Service Award: First established in 1932 as the Alumni Achievement
Award and renamed the Alumni Service Award in 1953, this award is made
annually to the person who, in the opinion of alumni, as expressed by the Alumni
Council, best represents the alumnus or alumna whose services to Bowdoin most
deserve recognition.
The recipient in 1996 was Norman C. Nicholson, Jr. '56.
Alumni Award for /'acuity and Staff: Established by the Alumni Council in
I'JM, this award is presented each year "for service and devotion to Bowdoin,
recognizing that the College in a larger sense includes both students and alumni."
I be recipient in 1 996 was Richard A. Mersereau '69, executive assistant to the
President and the Governing Boards.
Alumni Organizations 237
Distinguished Educator Award: Established in 1964, this award recognizes
outstanding achievement in the field of education by a Bowdoin alumnus or
alumna, except alumni who are members of the Bowdoin faculty and staff.
The recipient in 1996 was Merrill C. Cousens '69, head of the English and
Foreign Language Department at Marshwood High School in Eliot, Maine.
Bowdoin Magazine
Established in 1927, Bowdoin magazine is published three times a year and
contains articles of general interest about the College and its alumni. It is sent
without charge to all alumni, seniors, parents of current students and recent
graduates, faculty and staff members, and various friends of the College.
Bowdoin Alumni School and Interviewing Committees (BASIC)
BASIC is a volunteer association of approximately 400 alumni in the United
States and several foreign countries which assists the Admissions Office in the
identification and evaluation of candidates. BASIC responsibilities include
providing alumni interviews for applicants when distance or time precludes a visit
to Brunswick, representing the College at local "college fair" programs, and, in
general, serving as liaison between the College and prospective students.
Those interested in learning more about the BASIC organization should
contact the Admissions Office.
Alumni Fund
The principal task of the Bowdoin Alumni Fund is to raise unrestricted financial
support for the College' s educational programs and other student-related services
on an annual basis. All gifts to the Alumni Fund are for current operational
expenses and play a significant role in maintaining a balanced budget. Since the
Fund' s inception in 1 869, Bowdoin alumni have consistently demonstrated a high
level of annual support, enabling the College to preserve and enhance the
Bowdoin experience. In 1994-95, the Fund total was $3,328,255, with 53.7%
alumni participation.
Chair: Kenneth M. Cole III '69.
Directors: Bradford A. Hunter '78 (term expires in 1998), Sandra Stone
Hotchkiss '77 (term expires in 1 999), John A. Whipple '68 (term expires in 2000),
David G. Brown '79 (term expires in 2001).
238 Alumni Organizations
Alumni Fund Awards
Alumni Fund Cup: Awarded annually since 1932, the Alumni Fund Cup
recognizes the Reunion Class making the largest contribution to the Alumni
Fund, unless that Reunion Class wins the Babcock Plate; in that event, the cup is
awarded to the non-Reunion Class making the largest contribution.
The recipient in 1995 was the Class of 1957, Edward E. Langbein, Jr. and
David Z. Webster, class agents, and Erik Lund, special gifts chair.
Leon W. Babcock Plate: Presented to the College in 1980 by William L.
Babcock, Jr. '69, and his wife, Suzanne, in honor of his grandfather, Leon W.
Babcock '17, it is awarded annually to the class making the largest dollar
contribution to the Alumni Fund.
The recipient in 1995 was the Class of 1955, Robert C. Delaney, class agent.
Class of 1916 Bowl: Presented to the College by the Class of 1916, it is
awarded annually to the class whose record in the Alumni Fund shows the greatest
improvement over its performance of the preceding year.
The recipient in 1995 was the Class of 1970, John D. Delahanty and Wayne
C. Sanford, class agents, and Lee D. Rowe, special gifts chair.
Class of 1929 Trophy: Presented by the Class of 1929 in 1963, it is awarded
annually to that one of the ten youngest classes attaining the highest percentage
of participation.
The recipient in 1995 was the Class of 1985, Dana J. Bullwinkel-Campbell,
David E. Criscione, Robert R. Forsberg, Jr., class agents, and Todd R. Herrmann
and William M. Marr, special gifts chairs.
Robert Seaver Edwards Trophy: Awarded annually to that one of the ten
youngest classes raising the most money for the Fund, this trophy honors the
memory of Robert Seaver Edwards, Class of 1900.
The recipient in 1995 was the Class of 1985, Dana J. Bullwinkel-Campbell,
David E. Criscione, Robert R. Forsberg, Jr., class agents, and Todd R. Herrmann
and William M. Marr, special gifts chairs.
Fund Directors' Trophy: Established in 1972 by the directors of the Alumni
Fund, the trophy is awarded annually to the class which, in the opinion of the
directors, achieved an outstanding performance not acknowledged by any other
trophy.
The recipients in 1995 were the Class of 1945, Robert I. de Sherbinin. class
agent, and Timothy M. Warren, special gifts chair; and the Class of I960, Glenn
K. Richards, class agent, and Bruce R. Bockmann and Edward M. Fuller II,
Special gift8 chairs.
Alumni Organizations 239
$100,000 Club: Established by the directors in 1989 and retroactive to the
Fund year 1984-85, the $100,000 Club recognizes each class agent and special
gifts chair who has led his or her class over the $100,000 figure during an Alumni
Fund year.
The recipients in 1995 were Merton C. Henry and Sanford R. Sistare, class of
1950; Robert C. Delaney, class of 1955; Edward E. Langbein, Jr., Erik Lund, and
David Z. Webster, class of 1957; Bruce R. Bockmann, Edward M. Fuller II, and
Glenn K. Richards, class of 1960; John D. Delahanty, Lee D. Rowe, and Wayne
C. Sanford, class of 1970; Leo J. Dunn III, Barbara Tarmy Fradin, and Peter B.
White, class of 1975; Leo T. Guen and Stephen P. Maidman, class of 1976.
Robert M. Cross Awards: Established by the directors in 1990, the Robert M.
Cross Awards are awarded annually to those class agents whose outstanding
performance, hard work, and loyalty to Bowdoin, as personified by Robert M.
Cross '45 during his many years of association with the Fund, are deserving of
special recognition.
The recipients in 1995 were Nathan W. Watson ' 35, Harry H. Baldwin III '40,
and Charles E. Hartshorn, Jr. '41.
The President's Cup for Alumni Giving
Established by the Development Committee of the Governing Boards in 1985,
two cups are awarded annually — one for classes out of college forty-nine years
or less, and one for classes out of college fifty years or more. The awards are
presented on the basis of the total giving effort of a class, with all gifts actually
received by or for the benefit of the College during the academic year eligible.
The recipients in 1995 were the Class of 1957 and the Class of 1926.
Society of Bowdoin Women
The Society of Bowdoin Women was formed in 1922 to provide "an organi-
zation in which those with a common bond of Bowdoin loyalty may, by becoming
better acquainted with the College and with each other, work together to serve the
College."
The Society of Bowdoin Women continues to adapt its focus to support the
changing needs of the College. The Edith Lansing Koon Sills Lecture Fund,
established in 1961 , is used to sponsor cultural, career, and literary speakers. The
Society of Bowdoin Women Foundation, created in 1924, provided resources for
the College's general use. With the inception of coeducation at Bowdoin in 197 1 ,
the Society decided to restrict the funds to provide annual scholarships to
qualified women students and renamed it the Society of Bowdoin Women
Scholarship Foundation. The Society of Bowdoin Women Athletic Award,
established in 1 978, recognizes effort, cooperation, and sportsmanship by a senior
member of a women's varsity team. The Dorothy Haythorn Collins Award,
created in 1985, honors a junior student exemplifying overall excellence and
outstanding performance in his or her chosen field of study.
240 Alumni Organizations
The Society's programs and activities are made possible by dues, contribu-
tions, and bequests. Membership is open to any interested person by payment of
annual dues of $3.00.
Officers: Kimberly Labbe Mills '82, president; Blythe Bickel Edwards,
honorary president; O. Jeanne d'Arc Mayo, vice president; Victoria L. Kallin,
secretary; Joan R. Shepherd, treasurer; Carta L. Shaw, activities coordinator;
Martha B. Heussler, assistant activities coordinator; Mary Scott Brownell,
nominating.
Association of Bowdoin Friends
Founded in 1 984, the Association of Bowdoin Friends is a volunteer group of
Brunswick-area residents who share an interest in the well-being of the College.
The Bowdoin Friends actively support the College, library, museums, and music
and athletics programs. Friends regularly attend lectures, concerts, and special
programs on campus, and many audit classes. Activities sponsored by the
association include bus trips to New England museums, and receptions and
dinners held in conjunction with presentations by Bowdoin faculty and students.
Bowdoin Friends contribute to the life of the College through the Host Family
Program. The Host Family Program pairs local families with international
students, teaching fellows, and visiting faculty, as well as interested first-year
students, easing the transition to College life and fostering lasting friendships.
Through this program, international students and faculty are offered a taste of
American life and culture.
A $25 annual fee is required of all Bowdoin Friends who wish to receive copies
of the College calendar and magazine.
Steering Committee: Nancy K. Higgins, chair; James P. Bowditch, Warren R.
Dwyer, Marjorie B. Follansbee, Anne H. Howell, Elizabeth Knowles, Elaine B.
Miller, Gordon W. O'Donnell, Joan C. Phillips, Nancy J. W. Porter, Joan V.
Smith, Lloyd M. Van Lunen.
Summer Programs
Bowdoin College summer programs provide an opportunity for a variety of
people to enjoy the College's facilities and to benefit from the expertise of
Bowdoin faculty and staff during the nonacademic portion of the year. Summer
programs consist of educational seminars, professional conferences, sports
clinics, specialized workshops, and occasional social events that are appropriate
to the College's overall mission as an educational institution and as a member of
the Maine community.
The longest-running summer program involving members of the Bowdoin
faculty and the longest-running summer program in its area of study in the United
States is the Infrared Spectroscopy Course. Initiated at Massachusetts Institute
of Technology in 1950, the program moved to Bowdoin in 1972. Over three
thousand scientists have come to campus to work with many of the original staff.
Upward Bound, in its thirty-first year at Bowdoin, is one of over 500 similar
programs hosted by educational institutions across the country. Funded by the
U.S. Department of Education, these programs are intended to provide low-
income high school students with the skills and motivation necessary for success
in higher education.
Founded in 1 964, the Bowdoin Summer Music Festival incorporates a music
school, a concert series featuring internationally acclaimed guest artists and the
Festival's renowned faculty, and the nationally recognized Gamper Festival of
Contemporary Music. Approximately 200 gifted performers of high school,
college, and graduate school levels participate in a concentrated six-week
program of instrumental and chamber music and composition studies with the
Festival's faculty, which is composed of teacher-performers from the world's
leading conservatories.
The Hockey Clinic, under the direction of the Athletic Department, began at
Bowdoin College in 1 97 1 . Boy s and girls, ranging from nine to eighteen years old,
come from throughout the United States to train with Bowdoin coaches as well
as coaches from other prep schools and academies with outstanding hockey
programs.
Each year additional camps are offered by members of the athletic staff in
tennis, basketball, and soccer. A day camp for children from seven to fourteen
years old is based in Farley Field House.
In addition to the four long-term programs described above, other programs
brought to campus by Bowdoin faculty, staff, and outside associations attract
several thousand people to the College each summer.
Persons interested in holding a conference at Bowdoin should contact the
Office of Events and Summer Programs, which schedules all summer activities
and coordinates dining, overnight accommodations, meeting space, audiovisual
services, and other amenities.
Officers of Government
PRESIDENT OF THE COLLEGE
Robert Hazard Edwards, A.B. (Princeton), A.B.. A.M. (Cambridge),
LL.B. (Harvard), L.H.D. (Carleton), President of the College.
BOARD OF TRUSTEES
Frederick Gordon Potter Thorne, A.B. (Bowdoin), Chair. Elected Overseer,
1972; elected Trustee, 1982. Term expires 1998.
David Earl Warren, A.B. (Bowdoin), J.D. (Columbia), Vice Chair. Elected
Overseer, 1988.* Term expires 2000.
I. Joel Abromson, A.B. (Bowdoin). Elected Overseer, 1994.* First term
expires 2000.
Thomas Hodge Allen, A.B. (Bowdoin), B.Phil. (Oxford), J.D. (Harvard).
Elected Overseer, 1985.* Term expires 1997.
Walter Edward Bartlett, A.B. (Bowdoin). Elected Overseer, 1990.* Term
expires 2001.
David Pillsbury Becker, A.B. (Bowdoin), A.M. (New York University).
Elected Overseer, 1986.* Term expires 1998.
Rosalyne Spindel Bernstein, A.B. (Radcliffe), J.D. (Maine). Elected
Overseer, 1973; elected Trustee, 1981. Term expires 1997.
Marijane Leila Benner Browne, A.B. (Bowdoin), J.D. (Harvard). Elected
Overseer, 1994.* First term expires 2000.
Tracy Jean Burlock, A.B. (Bowdoin). Elected Overseer, 1990.* Term
expires 2001.
Geoffrey Canada, A.B. (Bowdoin). Elected Overseer, 1995.* First term
expires 2001.
*Prior to 1996, Bowdoin had a bicameral governance structure. Overseers were elected
for a tu yeat term, reviewable once; Trustees were elected for an eight-year term, also
renewable on, e. In Jane of 1 996, the governance strut hot became unicameral. All Hoards
members bet ame Trustees, eligible to serve the remainder of their current term.
trustees elated or re elected in 1996 and thereafter serve five -Year terms without a
predetermined limit to the number of terms individuals may serve, it should be note, I thai
theexpei tatlonis that most Trustees will serve two terms and some will serve three or more
242
Officers of Government 243
Thomas Clark Casey, A.B. (Bowdoin), M.B.A. (Stanford). Elected Overseer,
1989.* Term expires 2001.
The Honorable David Michael Cohen, A.B. (Bowdoin), LL.B. (Boston
College School of Law). Elected Overseer, 1994.* First term expires 2000.
Philip R. Cowen, B.S. (New York University). Elected Overseer, 1993.* First
term expires 1999.
J. Taylor Crandall, A.B. (Bowdoin). Elected Overseer, 1991.* First term
expires 1997.
Peter Frank Drake, A.B. (Bowdoin), Ph.D. (Bryn Mawr). Elected Overseer,
1992.* First term expires 1998.
Stanley Freeman Druckenmiller, A.B. (Bowdoin). Elected Overseer, 1991.*
First term expires 1997.
Marc Bennett Garnick, A.B. (Bowdoin), M.D. (University of Pennsylvania).
Elected Trustee, 1996. First term expires 2001.
Leon Arthur Gorman, A.B., LL.D. (Bowdoin). Elected Overseer, 1983;
elected Trustee, 1994. First term expires 2002.
Gordon Francis Grimes, A.B. (Bowdoin), B.A. (Cambridge), J.D. (Boston).
Elected Overseer, 1986.* Term expires 1998.
Laurie Anne Hawkes, A.B. (Bowdoin), M.B.A. (Cornell). Elected Overseer,
1986; elected Trustee, 1995. First term expires 2003.
William Harris Hazen, A.B. (Bowdoin), J.D. (Harvard). Elected Overseer,
1981; elected Trustee, 1994. First term expires 2002.
Dennis James Hutchinson, A.B. (Bowdoin), M.A. (Oxford), LL.M. (Texas-
Austin). Elected Overseer, 1975; elected Trustee, 1987. Term expires 2003.
Samuel Appleton Ladd III, A.B. (Bowdoin). Elected Overseer, 1991.* First
term expires 1997.
James Walter MacAllen, A.B. (Bowdoin). Elected Overseer, 1995.* First
term expires 2001.
George Calvin Mackenzie, A.B. (Bowdoin), M.A. (Tufts), Ph.D. (Harvard).
Elected Overseer, 1986.* Term expires 1998.
Nancy Bellhouse May, A.B. (Bowdoin), J.D. (Columbia). Elected Trustee,
1996. First term expires 2001.
Barry Mills, A.B. (Bowdoin), Ph.D. (Syracuse), J.D. (Columbia). Elected
Overseer, 1994.* First term expires 2000.
Richard Allen Morrell, A.B. (Bowdoin). Elected Overseer, 1979; elected
Trustee, 1989. First term expires 1997.
Campbell Barrett Niven, A.B. (Bowdoin). Elected Overseer, 1986.* Term
expires 1998.
244 Officers of Government
David Alexander Olsen, A.B. (Bowdoin). Elected Overseer, 1986.* Term
expires 1998.
Michael Henderson Owens, A.B. (Bowdoin), M.D., M.P.H. (Yale). Elected
Overseer, 1988.* Term expires 2000.
Mollis Susan Rafkin-Sax, A.B. (Bowdoin). Elected Overseer, 1988.* Term
expires 2000.
Edgar Moore Reed, A.B. (Bowdoin). Elected Overseer, 1995.* First term
expires 2001.
Peter Donald Relic, A.B. (Bowdoin), A.M. (Case Western Reserve), Ed.D.
(Harvard). Elected Overseer, 1987.* Term expires 1999.
Linda Horvitz Roth, A.B. (Bowdoin), M.A. (North Carolina). Elected
Overseer, 1992.* First term expires 1998.
Lee Dickinson Rowe, A.B. (Bowdoin), M.D. (University of Pennsylvania).
Elected Trustee, 1996. First term expires 2001.
Joan Benoit Samuelson, A.B. (Bowdoin). Elected Overseer, 1995.* First
term expires 2001.
Jill Ann Shaw-Ruddock, A.B. (Bowdoin). Elected Overseer, 1994.* First
term expires 2000.
D. Ellen Shuman, A.B. (Bowdoin), M.S. (Yale). Elected Overseer, 1992.*
First term expires 1998.
Carolyn Walch Slayman, A.B. (Swarthmore), Ph.D. (Rockefeller), Sc.D.
(Bowdoin). Elected Overseer, 1976; elected Trustee, 1988. Term expires
2001.
Peter Metcalf Small, A.B. (Bowdoin). Elected Overseer, 1988.* Term
expires 2000.
Donald B. Snyder, Jr., A.B. (Bowdoin). Elected Overseer, 1992.* First term
expires 1998.
Mary Ann Villari, A.B. (Bowdoin), J.D. (Boston University). Elected
Overseer, 1987.* Term expires 1999.
William Grosvenor \\ "adman. Elected Overseer, 1988.* Term expires 2000.
Leslie Walker, A.B. (Bowdoin). Elected Overseer, 1995.* First term expires
2001.
Robert Francis White, A.B. (Bowdoin), M.B.A. (Harvard). Elected Over-
seer. 1993.* First term expires 1999.
Barry Neal Wish, A.B. (Bowdoin). Elected Overseer, 1989; elected Trustee,
1994. First term expires 2002.
Elizabeth Christian Woodcock, A.B. (Bowdoin). A.M. (Stanford), J.D.
(Maine). Elected Overseer, 1985.* Term expires 1997.
Officers of Government 24,
John Alden Woodcock, Jr., A.B. (Bowdoin), M.A. (University of London),
J.D. (University of London). Elected Trustee, 1996. First term expires
2001.
Donald Mack Zuckert, A.B. (Bowdoin), LL.B. (New York University).
Elected Overseer, 1987; elected Trustee, 1995. First term expires 2003.
Robert H. Millar, A.B. (Bowdoin), B.Div. (Yale), Secretary. Elected 1991,
re-elected 1996. Term expires 2001.
Anne W. Springer, A.B. (Bowdoin), Assistant Secretary. Elected Secretary
of the Board of Overseers, 1995; elected Assistant Secretary, 1996. Term
expires 1999.
EMERITI
Charles William Allen, A.B. (Bowdoin), J.D. (Michigan), LL.D. (Bowdoin).
Elected Overseer, 1967; elected emeritus, 1976.
Willard Bailey Arnold III, A.B. (Bowdoin), M.S. (New York University).
Elected Overseer, 1970; elected emeritus, 1984.
Peter Charles Barnard, A.B. (Bowdoin), A.M. (Middlebury). Elected
Secretary, 1977; elected secretary of the president and trustees emeritus
and overseer emeritus, 1991.
Robert Ness Bass, A.B. (Bowdoin), M.B.A. (Harvard). Elected Overseer,
1964; elected emeritus, 1980.
Gerald Walter Blakeley, Jr., A.B. (Bowdoin). Elected Overseer, 1960;
elected emeritus, 1976.
Matthew Davidson Branche, A.B. (Bowdoin), M.D. (Boston University).
Elected Overseer, 1970; elected emeritus, 1985.
Theodore Hamilton Brodie, A.B. (Bowdoin). Elected Overseer, 1983;
elected emeritus, 1995.
Paul Peter Brountas, A.B. (Bowdoin), B.A., M.A. (Oxford), J.D., LL.B.
(Harvard). Elected Overseer, 1974; elected Trustee, 1984; elected emeritus,
1996.
George Hench Butcher III, A.B. (Bowdoin), J.D. (Harvard). Elected
Overseer, 1985; elected emeritus, 1995.
John Everett Cartland, Jr., A.B. (Bowdoin), M.D. (Columbia). Elected
Overseer, 1976; elected emeritus, 1988.
Kenneth Irvine Chenault, A.B. (Bowdoin), J.D. (Harvard). Elected Over-
seer, 1986; elected emeritus, 1993.
246 Officers of Government
Norman Paul Cohen, A.B. (Bowdoin), J.D. (Harvard). Elected Overseer,
1977; elected emeritus. 1989.
The Honorable William Sebastian Cohen, A.B. (Bowdoin), LL.B. (Boston
University). LL.D. (St. Joseph, Maine, Western New England, Bowdoin,
Nasson). Elected Overseer, 1973; elected emeritus, 1985.
David Watson Daly Dickson, A.B. (Bowdoin). A.M., Ph.D. (Harvard),
L.H.D. (Bowdoin). Elected Overseer, 1966; elected Trustee, 1975; elected
emeritus, 1982.
The Reverend Richard Hill Downes, A.B. (Bowdoin), STB. (General
Theological Seminary). Elected Overseer, 1970; elected emeritus, 1983.
Oliver Farrar Emerson II, A.B. (Bowdoin). Elected Overseer, 1974; elected
emeritus, 1986.
William Francis Farley, A.B. (Bowdoin), J.D. (Boston College), LL.D.
(Bowdoin). Elected Overseer, 1980; elected emeritus, 1992.
Frank John Farrington, A.B. (Bowdoin), M.S. (The American College).
Elected Overseer, 1984; elected emeritus, 1996.
Herbert Spencer French, Jr., A.B. (Bowdoin), M.B.A. (Pennsylvania).
Elected Overseer, 1976; elected emeritus, 1988.
Albert Edward Gibbons, Jr., A.B. (Bowdoin). Elected Overseer, 1973;
elected emeritus, 1985.
Arthur LeRoy Greason, A.B. (Wesleyan), A.M., Ph.D. (Harvard), D. Litt.
(Wesleyan), L.H.D. (Colby, Bowdoin, Bates). President of the College,
1981-1990; elected emeritus, 1990.
Jonathan Standish Green, A.B. (Bowdoin), M.B.A. (California). Elected
Overseer, 1975; elected emeritus, 1987.
Marvin Howe Green, Jr. Elected Overseer, 1985; emeritus election pending,
October 1996.
Kenneth David Hancock, A.B. (Bowdoin). Elected Overseer, 1988; elected
emeritus, 1994.
Peter Francis Hayes, A.B. (Bowdoin), B.A., M.A. (Oxford), A.M., M.Phil.,
Ph.D. (Yale). Elected Overseer, 1969; elected emeritus. 1983.
Merton Goodell Henry, A.B. (Bowdoin), LL.B. (George Washington), LL.D.
(Bowdoin). Elected Overseer, 1962; elected Trustee, 1974; elected
emeritus, I9N7.
Caroline Lee Herter. Elected Overseer, 1976; elected Trustee, 1988; elected
emerita, 1996.
Regina Elbinger lkr/.linf»er, B.S. (Massachusetts Institute of Technology).
D.B.A. (Harvard). Elected Overseer, 1983; elected emerita, 1989.
Officers of Government 247
The Reverend Judith Linnea Anderson Hoehler, A.B. (Douglass), M.Div.
(Harvard), S.T.D. (Starr King School for the Ministry). Elected Overseer,
1980; elected emerita, 1992.
John Roscoe Hupper, A.B. (Bowdoin), LL.B. (Harvard). Elected Overseer,
1970; elected Trustee, 1982; elected emeritus, 1995.
Roscoe Cunningham Ingalls, Jr., B.S. (Bowdoin). Elected Overseer, 1968;
elected Trustee, 1973; elected emeritus, 1989.
William Dunning Ireland, Jr., A.B. (Bowdoin). Elected Overseer, 1971;
elected emeritus, 1986.
Judith Magyar Isaacson, A.B. (Bates), A.M. (Bowdoin). Elected Overseer,
1984; elected emerita, 1996.
Lewis Wertheimer Kresch, A.B. (Bowdoin), M.B.A. (Harvard). Elected
Overseer, 1970; elected emeritus, 1983.
Donald Richardson Kurtz, A.B. (Bowdoin), M.B.A. (Columbia). Elected
Overseer, 1984; elected emeritus, 1996.
Albert Frederick Lilley, A.B. (Bowdoin), LL.B. (Virginia). Elected Over-
seer, 1976; elected emeritus, 1988.
Herbert Mayhew Lord, A.B. (Bowdoin), LL.B. (Harvard). Elected Overseer,
1980; elected emeritus, 1992.
John Francis Magee, A.B. (Bowdoin), M.B.A. (Harvard), A.M. (Maine).
Elected Overseer, 1972; elected Trustee, 1979; elected emeritus, 1995.
Cynthia Graham McFadden, A.B. (Bowdoin), LL.B. (Columbia). Elected
Overseer, 1986; elected emerita, 1995.
Malcolm Elmer Morrell, Jr., A.B. (Bowdoin), LL.B. (Boston University).
Elected Overseer, 1974; elected emeritus, 1986.
Robert Warren Morse, B.S. (Bowdoin), Sc.M., Ph.D. (Brown), Sc.D.
(Bowdoin). Elected Overseer, 1971; elected emeritus, 1986.
Norman Colman Nicholson, Jr., A.B. (Bowdoin). Elected Overseer, 1979;
elected emeritus, 1991.
John Thorne Perkin, A.B. (Bowdoin). Elected Overseer, 1973; elected
emeritus, 1985.
Payson Stephen Perkins, A.B. (Bowdoin). Elected Overseer, 1980; elected
emeritus, 1986.
William Curtis Pierce, A.B. (Bowdoin), LL.B. (Harvard), LL.D. (Bowdoin).
Elected Overseer, 1962; elected Trustee, 1967; elected emeritus, 1981.
Everett Parker Pope, B.S., A.M., LL.D. (Bowdoin). Elected Overseer, 1961;
elected Trustee, 1977; elected emeritus, 1988.
Louis Robert Porteous, Jr., A.B. (Bowdoin), LL.D. (Portland School of Art).
Elected Overseer, 1982; elected emeritus, 1994.
248 Officers of Government
Robert Chamberlain Porter, A.B. (Bowdoin), LL.B. (Pennsylvania), LL.D.
(Bowdoin). Elected Overseer, 1975; elected emeritus, 1987.
Thomas Prince Riley, A.B. (Bowdoin). Elected Secretary, 1955; elected
emeritus, 1983.
Jean Sampson, A.B. (Smith). LL.D. (Bowdoin). Elected Overseer, 1976;
elected Trustee, 1986; elected emerita, 1994.
Alden Hart Sawyer, Jr., A.B. (Bowdoin). M.B.A. (Michigan). Elected
Overseer. 1976; elected emeritus, 1985.
Robert Nelson Smith, Lieutenant General (Ret.), B.S. (Bowdoin), LL.D.
(Kyung Hee University). Elected Overseer, 1965; elected emeritus, 1978.
John Ingalls Snow, A.B. (Bowdoin), M.B.A. (Wharton). Elected Overseer,
1986; elected emeritus, 1992.
Phineas Sprague, A.B. (Bowdoin). Elected Overseer, 1985; elected emeritus,
1992.
Terry Douglas Stenberg, A.B. (Bowdoin), Ed.M. (Boston University), Ph.D.
(Minnesota). Elected Overseer, 1983; elected emeritus, 1993.
Deborah Jean Swiss, A.B. (Bowdoin), Ed.M., Ed.D. (Harvard). Elected
Overseer, 1983; elected emerita, 1995.
Raymond Stanley Troubh, A.B. (Bowdoin), LL.B. (Yale). Elected Overseer,
1978; elected emeritus, 1990.
Lewis Vassor Vafiades, A.B. (Bowdoin), LL.B. (Boston University). Elected
Overseer, 1973; elected emeritus, 1979.
William David Verrill, A.B. (Bowdoin). Elected Overseer, 1980; elected
emeritus, 1986.
Winthrop Brooks Walker, A.B. (Bowdoin), LL.B. (Harvard). Elected
Overseer, 1966; elected Trustee, 1970; elected emeritus, 1986.
Harry K. Warren, A.B. (Pennsylvania). Elected Secretary, 1986; elected
emeritus, 1995.
Timothy Matlack Warren, A.B. (Bowdoin). Elected Overseer, 1985; elected
emeritus, 1991.
George Curtis Webber II, A.B. (Bowdoin). Elected Secretary, 1983; elected
emeritus. 19X6.
Russell Bacon Wight, Jr., A.B. (Bowdoin). Elected Overseer, 1987; elected
emeritus. 1996.
Richard Arthur Wiley, AH. (Bowdoin), B.C.L. (Oxford). 1.1. M. (Harvard).
LL.D. (Bowdoin): Elected Overseer, 1966; elected Trustee, 1981; elected
emeritus. [993.
Officers of Instruction
Robert Hazard Edwards, A.B. (Princeton), A.B., A.M. (Cambridge), LL.B.
(Harvard), L.H.D. (Carleton), President of the College. (1990)*
John William Ambrose, Jr., A.B., A.M., Ph.D. (Brown), Joseph Edward
Merrill Professor of Greek Language and Literature. (1966)
Michele K. Amidon, B.A. (St. Lawrence), Coach in the Department of
Athletics. (1996)
Anthony Frederick Antolini, A.B. (Bowdoin), M.A., M.A., Ph.D. (Stanford),
Director of the Bowdoin Chorus. (Adjunct.)
Veronica M. Azcue, Lie. (Universidad Complutense de Madrid), M.A.
(SUNY-Stony Brook), Visiting Instructor in Romance Languages. (1996)
Marie E. Barbieri, B.A., M.S., M.A., Ph.D. (Pennsylvania), Assistant
Professor of Romance Languages on the Longfellow Professorship of
Modern Languages Fund. (On leave of absence for the academic year.)
(1993)
William Henry Barker, A.B. (Harpur College), Ph.D. (Massachusetts
Institute of Technology), Professor of Mathematics. (On leave of absence
for the academic year.) (1975)
Ellen K Baum, B.A. (Antioch), M.F.S., M.P.H. (Yale), Adjunct Lecturer in
Environmental Studies. (Spring semester.)
Charles R. Beitz, A.B. (Colgate), M.A. (Michigan), M.A., Ph.D. (Princeton),
Dean for Academic Affairs and Professor of Government. (1991)
Susan Elizabeth Bell, A.B. (Haverford), A.M., Ph.D. (Brandeis), Professor of
Sociology. (1983)
Gretchen Berg, B.A. (Antioch), Adjunct Lecturer in Theater.
John B. Bisbee, B.F.A. (Alfred), Lecturer in Art. (1996)
Barbara Weiden Boyd, A.B. (Manhattanville), A.M., Ph.D. (Michigan),
Professor of Classics. (1980)
Richard Dale Broene, B.S. (Hope), Ph.D. (California-Los Angeles),
Assistant Professor of Chemistry. (1993)
Franklin Gorham Burroughs, Jr., A.B. (University of the South), A.M.,
Ph.D. (Harvard), Harrison King McCann Professor of the English Lan-
guage. (1968)
Samuel Shipp Butcher, A.B. (Albion), A.M., Ph.D. (Harvard), Professor of
Chemistry. (1964)
Charles Joseph Butt, B.S., M.S. (Springfield), Coach in the Department of
Athletics. (1961)
*Date of first appointment to the faculty.
249
250 Officers of Instruction
Helen Louise Cafferty, A.B. (Bowling Green), A.M. (Syracuse), Ph.D.
(Michigan), William R. Kenan. Jr., Professor of German and the Humani-
ties. (1972)
Zoe G. Cardon, B.S. (Utah State), Ph.D. (Stanford), Assistant Professor of
Biology. (1995)
Steven Roy Cerf, A.B. (Queens College), M.Ph., Ph.D. (Yale), George
Lincoln Skolfield, Jr., Professor of German. (1971)
Kent John Chabotar, B.A. (St. Francis College), M.P.A., Ph.D. (Syracuse),
Vice President for Finance and Administration and Treasurer and Senior
Lecturer in Government. (1991)
Ronald L. Christensen, A.B. (Oberlin), A.M., Ph.D. (Harvard), Professor of
Chemistry. (1976)
Louis Chude-Sokei, B.A., Ph.D. (California-Los Angeles), Assistant
Professor of English. (1995)
Carol E. Cohn, B.A. (Michigan), Ph.D. (The Union Graduate School),
Assistant Professor of Sociology and Women's Studies. (1993)
David Collings, A.B. (Pacific Union), A.M., Ph.D. (California-Riverside),
Associate Professor of English. (1987)
Lisa Gail Collins, B.A. (Dartmouth College), Consortium for a Strong
Minority Presence at Liberal Arts Colleges Scholar-in-Residence and
Lecturer in Women's Studies.
Clare Bates Congdon, B.A. (Wesleyan), M.S., Ph.D. (Michigan-Ann Arbor),
Visiting Assistant Professor of Computer Science. (1996)
Sarah Conly, B.A. (Princeton), M.A., Ph.D. (Cornell), Visiting Assistant
Professor of Philosophy. (1996)
Rachel Ex Connelly, A.B. (Brandeis), A.M., Ph.D. (Michigan), Associate
Professor of Economics. ( 1 985)
Denis Joseph Corish, B.Ph., B.A., L.Ph. (Maynooth College, Ireland), A.M.
(University College, Dublin), Ph.D. (Boston University), Professor of
Philosophy. (1973)
Thomas Browne Cornell, A.B. (Amherst), Professor of Art. (1962)
Donald Crane, B.S., M.S. (Montana State), Head Athletic Trainer. (1996)
John I), Cullen, A.B. (Brown), Assistant Director of Athletics and Coach in
tin- Department of Athletics. (1985)
Leila L. De Andrade, B.A. (Rhode Island College), M.A., Ph.D. (Syracuse).
Assistant Professor of Sociology and Afrieana Studies. (1994)
Gregory Paul DeCoster, B.S. ( Tulsa). Ph.D. (Texas). Associate Professor of
I conomics. 1 1985)
Lydia Nakashima Degarrod, M.A., M.A. (Hawaii-Manoa), M.A., Ph.D.
(California Los Angeles). Assistant Professor of Anthropology . (1994)
Officers of Instruction 25 1
Deborah S. DeGraff, B.A. (Knox College), M.A., Ph.D. (Michigan),
Assistant Professor of Economics. (1991)
Sara A. Dickey, B.A. (Washington), M.A., Ph.D. (California-San Diego),
Associate Professor of Anthropology. (1988)
Patsy S. Dickinson, A.B. (Pomona), M.S., Ph.D. (Washington), Professor of
Biology. (1983)
Linda J. Docherty, A.B. (Cornell), A.M. (Chicago), Ph.D. (North Carolina),
Associate Professor of Art History. (On leave of absence for the academic
year.) (1986)
Guy T. Emery, A.B. (Bowdoin), A.M., Ph.D. (Harvard), Professor of
Physics. (1988)
Ari W. Epstein, A.B. (Harvard), Ph.D. (Massachusetts Institute of Technol-
ogy/Woods Hole Oceanographic Institution Joint Program), Visiting
Assistant Professor of Physics. (1996)
Simone Federman, B.A. (Oberlin College), M.F.A. Equivalent Directing,
A.R.T. (Harvard), Lecturer in Theater. (1996)
Stephen Thomas Fisk, A.B. (California-Berkeley), A.M., Ph.D. (Harvard),
Professor of Mathematics. (1977)
John M. Fitzgerald, A.B. (Montana), M.S., Ph.D. (Wisconsin), Associate
Professor of Economics. (On leave of absence for the academic year.)
(1983)
Paul N. Franco, B.A. (Colorado College), M.Sc. (London School of Econom-
ics), Ph.D. (Chicago), Associate Professor of Government. (1990)
Albert Myrick Freeman III, A.B. (Cornell), A.M., Ph.D. (Washington),
William D. Shipman Professor of Economics. (1965)
Alfred Herman Fuchs, A.B. (Rutgers), A.M. (Ohio), Ph.D. (Ohio State),
Professor of Psychology. (1962)
David K. Garnick, B.A., M.S. (Vermont), Ph.D. (Delaware), Associate
Professor of Computer Science. (1988)
Timothy J. Gilbride, A.B. (Providence), M.P. (American International),
Coach in the Department of Athletics. (1985)
Edward Smith Gilfillan III, A.B. (Yale), M.Sc, Ph.D. (British Columbia),
Adjunct Professor of Chemistry and Lecturer in the Environmental Studies
Program.
Eddie S. Glaude, Jr., B.A. (Morehouse), M.A. (Temple), M.A. (Princeton),
Instructor in Religion and Africana Studies. (1996)
Christopher C. Glass, A.B. (Haverford), M.Arch. (Yale), Adjunct Lecturer in
Art. (Spring semester.)
Jonathan Paul Goldstein, A.B. (New York-Buffalo), A.M., Ph.D. (Massa-
chusetts), Associate Professor of Economics. (1979)
252 Officers of Instruction
Celeste Goodridge, A.B. (George Washington), A.M. (William and Mary),
Ph.D. (Rutgers), Associate Professor of English. (On leave of absence for
the academic year. ) (1986)
David A. Graff, B.A. (Haverford), M.A. (Michigan-Ann Arbor), Ph.D.
(Princeton), Visiting Assistant Professor of History. (1995)
Robert Kim Greenlee, B.M., M.M. (Oklahoma), D.M. (Indiana), Associate
Professor of Music. (1982)
Charles Alfred Grobe, Jr., B.S., M.S., Ph.D. (Michigan), Professor of
Mathematics. (1964)
Deborah L. Guber, A.B. (Smith College), M.A., M.Phil., Ph.D. (Yale),
Visiting Assistant Professor of Government. (1996)
Daniel R. Hammond, B.S. (U.S. Military Academy at West Point), M.P.A.
(Golden Gate), Coach in the Department of Athletics. (1993)
Anne Harris, B.F.A. (Washington University), M.F.A. (Yale), Visiting
Assistant Professor of Art. (1994)
Donna B. Hayashi, B.S. (Duke), M.A., Ph.D. (Denver), Adjunct Assistant
Professor of Psychology. (Fall semester.)
Takahiko Hayashi, B.A. (Rikkyo University), M.E.S. (University of
Tsukuba), Lecturer in Japanese. (1991)
Barbara S. Held, A.B. (Douglass), Ph.D. (Nebraska), Professor of Psychol-
ogy. (1979)
Anne Henshaw, B.A. (New Hampshire), M.A., Ph.D. (Harvard), Visiting
Assistant Professor of Anthropology. (1996)
Kevin D. Henson, B.A. (Michigan State), M.A., Ph.D. (Northwestern),
Visiting Assistant Professor of Sociology. (1994)
James A. Higginbotham, B.S., A.M., Ph.D. (Michigan-Ann Arbor), Assistant
Professor of Classics on the Henry Johnson Professorship Fund. (1994)
Cecilia Hirsch, A.B. (Bowdoin), M.F.A. (Massachusetts College of Art),
Adjunct Lecturer in Art. (Fall semester.)
James Lee Hodge, A.B. (Tufts), A.M., Ph.D. (Pennsylvania State), George
I ;i> lor Files Professor of Modern Languages and Professor of German.
(1961)
John Clifford Holt, A.B. (Gustavus Adolphus), A.M. (Graduate Theological
Union), Ph.D. (Chicago), Professor of Religion. (1978)
John LaFollette I low land, A.B. (Bowdoin). Ph.D. (Harvard). Josiah Little
Professor of Natural Science and Professor of Biology and Biochemistry.
(1963)
MingUang Hu, B.A. (Shanxj Teachers College), M.A. (Shanxi University),
I'h .1). (Florida), Visiting Assistant Professor of Chinese. (1994)
Arthur Mekeel llussey II, B.S. (Pennsylvania State), Ph.D. (Illinois),
Professor of Geology. ( 1961 1
Officers of Instruction 253
George A. Isaacson, A.B. (Bowdoin), J.D. (Pennsylvania), Adjunct Lecturer
in Education. (Fall semester.)
Janice Ann Jaffe, A.B. (University of the South), A.M., Ph.D. (Wisconsin),
Associate Professor of Romance Languages. (1988)
Nancy E. Jennings, B.A. (Macalester), M.S. (Illinois-Urbana-Champaign),
Ph.D. (Michigan State), Assistant Professor of Education. (1994)
Amy S. Johnson, B.A. (California-Los Angeles), Ph.D. (California-Berke-
ley), James R. and Helen Lee Billingsley Associate Professor of Marine
Biology. (1989)
David T. Johnson, B.A. (Bethel College), M.A. (Chicago), Instructor in
Sociology and Asian Studies. (On leave of absence for the academic year.)
(1996)
Robert Wells Johnson, A.B. (Amherst), M.S., Ph.D. (Massachusetts Institute
of Technology), Isaac Henry Wing Professor of Mathematics. (1964)
Gwyneth Jones, Lecturer in Dance Performance (Adjunct).
C. Michael Jones, A.B. (Williams), Ph.D. (Yale), Associate Professor of
Economics. (1987)
Samuel Kaplan, B.S. (North Carolina-Chapel Hill), M.A., Ph.D. (Boston),
Visiting Assistant Professor of Mathematics. (1996)
Susan Ann Kaplan, A.B. (Lake Forest), A.M., Ph.D. (Bryn Mawr), Associate
Dean for Academic Affairs, Associate Professor of Anthropology, and
Director of the Peary-MacMillan Arctic Museum and Arctic Studies
Center. (1985)
John Michael Karl, A.B., A.M., Ph.D. (Harvard), Associate Professor of
History. (1968)
B. Zorina Khan, B.Sc. (University of Surrey), M.A. (McMaster University),
Ph.D. (California-Los Angeles), Assistant Professor of Economics. (1996)
Ann Louise Kibbie, B.A. (Boston), Ph.D. (California-Berkeley), Assistant
Professor of English. (1989)
Jane Elizabeth Knox-Voina, A.B. (Wheaton), A.M. (Michigan State), Ph.D.
(Texas-Austin), Professor of Russian. (1976)
Daniel Elihu Kramer, B.A. (Haverford), M.F.A. (Yale School of Drama),
Assistant Professor of Theater. (1995)
Daniel D. Kurylo, B.A. (Colorado), M.A., Ph.D. (Northeastern), Visiting
Assistant Professor of Psychology. (1993)
Edward Paul Laine, A.B. (Wesleyan), Ph.D. (Woods Hole and Massachu-
setts Institute of Technology), Associate Professor of Geology and Director
of the Environmental Studies Program. (1985)
Peter Laipson, B.A. (Brown), M.A. (Michigan-Ann Arbor), Visiting
Instructor in History. (1996)
2.M Officers of Instruction
Peter D. Lea, A.B. (Dartmouth), M.S. (Washington), Ph.D. (Colorado-
Boulder), Associate Professor of Geology. (1988)
R. Brooke Lea, B.A. (Haverford), M.A., Ph.D. (New York), Visiting
Assistant Professor of Psychology. (1995)
Genevieve LeMoine, B.A. (Toronto), M.A., Ph.D. (Calgary), Adjunct
Assistant Professor of Anthropology and Curator/Registrar, Peary-
MacMillan Arctic Museum and Arctic Studies Center. (1995)
William E. Leuchtenburg, B.A. (Cornell), M.A., Ph.D. (Columbia), Visiting
Professor of Government and History on the Tallman Foundation. (Fall
semester.) (1996)
Daniel Levine, A.B. (Antioch), A.M., Ph.D. (Northwestern), Thomas Brackett
Reed Professor of History and Political Science. (On leave of absence for
the academic year.) (1963)
Adam B. Levy, B.A. (Williams), Ph.D. (Washington), Assistant Professor of
Mathematics. (1994)
Joseph David Litvak, A.B. (Wesleyan), M.Phil., Ph.D. (Yale), Associate
Professor of English. (1982)
Burke O'Connor Long, A.B. (Randolph-Macon), B.D., A.M., Ph.D. (Yale),
Professor of Religion. (1968)
Suzanne B. Lovett, A.B. (Bowdoin), Ph.D. (Stanford), Associate Professor of
Psychology. (1990)
Larry D. Lutchmansingh, A.B. (McGill), A.M. (Chicago), Ph.D. (Cornell),
Associate Professor of Art History. (1974)
Scott MacEachern, B.A. (Prince Edward Island), M.A., Ph.D. (Calgary),
Assistant Professor of Anthropology. (1995)
Irena S. M. Makarushka, B.A. (St. John's), M.A., Ph.D. (Boston), Associate
Professor of Religion. ( 1 990)
Carol A. N. Martin, M.A., Ph.D. (Notre Dame), Visiting Assistant Professor
of English. (1994)
Janet Marie Martin, A.B. (Marquette), M.A., Ph.D. (Ohio State), Associate
Professor of Government. (On leave of absence for the academic year.)
(1986)
T. Penny Martin, A.B., A.M. (Middlebury), M.A.T., Ed.D. (Harvard),
Associate ProfeS9QI of Education. ( \ i )HH)
Dana Walker Mayo, B.S. (Massachusetts Institute of Technology), Ph.D.
(Indiana), Charles Weston Pickard Research Professor of Chemistry.
(1962)
(). Jeanne d'Arc Mayo, B.S., M.Ed. (Boston), Physical Therapist and
Associate Trainer in the Department of Athletics. ( 1978)
Officers of Instruction 255
Thomas E. McCabe, Jr., B.S., M.S. (Springfield College), Coach in the
Department of Athletics. (1990)
James Wesley McCalla, B.A., B.M. (Kansas), M.M. (New England Conser-
vatory), Ph.D. (California-Berkeley), Associate Professor of Music. (1985)
Moira McDermott, A.B. (Bryn Mawr), M.S., Ph.D. (Michigan), Visiting
Assistant Professor of Mathematics. (1996)
Craig Arnold McEwen, A.B. (Oberlin), A.M., Ph.D. (Harvard), Daniel B.
Fayerweather Professor of Political Economy and Sociology. (On leave of
absence for the spring semester.) (1975)
Julie L. McGee, A.B. (Bowdoin), M.A., Ph.D. (Bryn Mawr), Visiting
Assistant Professor of Art. (1996)
Robert J. Mclntyre, B.A. (Grinnell), M.P.A. (Cornell), Ph.D. (North
Carolina-Chapel Hill), Visiting Associate Professor of Economics. (1993)
John McKee, A.B. (Dartmouth), A.M. (Princeton), Associate Professor of
Art. (1962)
Sarah Francis McMahon, A.B. (Wellesley), Ph.D. (Brandeis), Associate
Professor of History. (1982)
Terry Meagher, A.B. (Boston), M.S. (Illinois State), Coach in the Depart-
ment of Athletics. (1983)
Ellen Greenstein Millender, B.A., M.A. (Brown), B.A. (Oxford), Assistant
Professor of Classics. (1995)
Raymond H. Miller, A.B. (Indiana), A.M., Ph.D. (Harvard), Associate
Professor of Russian. (1983)
Helen E. Moore, B.S. (North Carolina-Chapel Hill), Ph.D. (SUNY-Stony
Brook), Assistant Professor of Mathematics. (1995)
Richard Ernest Morgan, A.B. (Bowdoin), A.M., Ph.D. (Columbia), William
Nelson Cromwell Professor of Constitutional and International Law and
Government. (1969)
John Morneau, B.M. (New Hampshire), Director of Concert Band (Adjunct).
Madeleine E. Msall, B.A. (Oberlin), M.A., Ph.D. (Illinois-Urbana-
Champaign), Assistant Professor of Physics. (1994)
Elizabeth Muther, B.A. (Wellesley), Ph.D. (California-Berkeley), Assistant
Professor of English. (On leave of absence for the spring semester.) (1993)
Stephen G. Naculich, B.S. (Case Western Reserve), M.A., Ph.D. (Princeton),
Assistant Professor of Physics. (On leave of absence for the academic
year.) (1993)
Jeffrey Karl Nagle, A.B. (Earlham), Ph.D. (North Carolina), Professor of
Chemistry. (1980)
Sarah M. Nelson, B.A. (St. Olaf), M.A. (Wisconsin-Madison), Visiting
Instructor in Romance Languages. (1995)
256 Officers of Instruction
Robert Raymond Nunn, A.B. (Rutgers). A.M. (Middlebury). Ph.D. (Colum-
bia). Associate Professor of Romance Languages. (On leave of absence for
the spring semester.) (1959)
Paul Luther Nyhus, A.B. (Augsburg). S.T.B.. Ph.D. (Harvard). Frank
Andrew Munsey Professor of History. (1966)
Kathleen Ann O'Connor, A.B. (Dartmouth). A.M.. Ph.D. (Virginia).
Director of the Writing Project and Lecturer in Education. (1987)
Clifton Cooper Olds, A.B. (Dartmouth). A.M., Ph.D. (Pennsylvania), Edith
Cleaves Barry Professor of the History and Criticism of Art. (1982)
Leakthina Chau-Pech Oilier, B.A. (California-Los Angeles), M.A., C.Phil..
Ph.D. (California-Los Angeles), Assistant Professor of Romance Lan-
guages. (1995)
Andreas Ortmann, B.A. (University of Bielefeld. Germany), M.A. (Geor-
gia), Ph.D. (Texas A&M), Assistant Professor of Economics. (On leave of
absence for the academic year. ) ( 1991)
John M. Owen, A.B. (Duke), M.P.A. (Princeton), Ph.D. (Harvard), Assistant
Professor of Government. (1995)
Sree Padma, B.A., M.A., Ph.D. (Andhra University), Visiting Assistant
Professor of History. (1995)
David Sanborn Page, B.S. (Brown), Ph.D. (Purdue), Professor of Chemistry
and Biochemistry. (1974)
H. Roy Partridge, Jr., B.A. (Oberlin), M.S.W., M.A., Ph.D. (Michigan).
M.Div. (Harvard Divinity School). Adjunct Assistant Professor of Sociol-
ogy and Africana Studies.
Jill Pearlman, B.A. (Beloit), M.A. (California), Ph.D. (Chicago), Adjunct
Assistant Professor of Environmental Studies. (Spring semester.)
Nicola C. Pearson, B.S. (St. Mary's College, London), Coach in the Depart-
ment of Athletics. (1996)
Rosa Pellegrini, Diploma Magistrale (Istituto Magistrate "Imbriani"
Avellino), Lecturer in Italian. (Adjunct.)
Carey Richard Phillips, B.S. (Oregon State), M.S. (California-Santa
Barbara), Ph.D. (Wisconsin-Madison), Associate Professor of Biology.
(1985)
( 'hristian Peter Potholm II, A.B. (Bowdoin), M.A., M.L.D., Ph.D. (Tufts),
DeAlva Stanwood Alexander Professor of Government. (On leave of
absence for the spring semester.) ( 1970)
Patrick J. Rael, B.A. (Maryland College Park), M.A., Ph.D. (California
Berkeley), Assistant Professor of History. 1 1995)
Karen E. Rasmussen, B.S. (SUNY Syracuse). Ph.D. (New Hampshire),
Visiting Assistant Professor i)\ Biology. ( 1995)
Officers of Instruction 257
Marilyn Reizbaum, A.B. (Queens College), M.Litt. (Edinburgh), Ph.D.
(Wisconsin-Madison), Associate Professor of English. (1984)
Nancy Elizabeth Riley, B.A. (Pennsylvania), M.P.H., M.A. (Hawaii), Ph.D.
(Johns Hopkins), Assistant Professor of Sociology. (On leave of absence
for the fall semester.) (1992)
Rosemary Anne Roberts, B.A. (University of Reading), M.Sc, Ph.D.
(University of Waterloo), Associate Professor of Mathematics. (1984)
Paul Ross, D.Mus. (Colby), Director of the Bowdoin Orchestra. (Adjunct.)
Daniel Walter Rossides, B.A., Ph.D. (Columbia), Professor of Sociology.
(1968)
Lynn Margaret Ruddy, B.S. (Wisconsin-Oshkosh), Assistant Director of
Athletics and Coach in the Department of Athletics. (1976)
Paul Sarvis, Lecturer in Dance Performance. (Adjunct.)
Paul Eugene Schaffner, A.B. (Oberlin), Ph.D. (Cornell), Associate Professor
of Psychology. (On leave of absence for the academic year.) (1977)
Elliott Shelling Schwartz, A.B., A.M., Ed.D. (Columbia), Robert K.
Beckwith Professor of Music. (1964)
Scott R. Sehon, B.A. (Harvard), M.A., Ph.D. (Princeton), Assistant Professor
of Philosophy. (On leave of absence for the fall semester.) (1993)
Carl Thomas Settlemire, B.S., M.S. (Ohio State), Ph.D. (North Carolina
State), Associate Professor of Biology and Chemistry. (1969)
Harvey Paul Shapiro, B.S. (Connecticut), M.Ed. (Springfield), Coach in the
Department of Athletics. (1983)
Lawrence Hugh Simon, A.B. (Pennsylvania), A.B. (Oxford), M.A./B.A.
(Cambridge), Ph.D. (Boston University), Associate Professor of Philoso-
phy. (1987)
Peter Slovenski, A.B. (Dartmouth), A.M. (Stanford), Coach in the Depart-
ment of Athletics. (1987)
Melinda Yowell Small, B.S., A.M. (St. Lawrence), Ph.D. (Iowa), Professor of
Psychology. (1972)
G. E. Kidder Smith, Jr., A.B. (Princeton), Ph.D. (California-Berkeley),
Associate Professor of History. (1981)
Philip Hilton Soule, A.B. (Maine), Coach in the Department of Athletics.
(1967)
Allen Lawrence Springer, A.B. (Amherst), M.A., M.A.L.D., Ph.D. (Tufts),
Professor of Government. (1976)
Randolph Stakeman, A.B. (Wesleyan), A.M., Ph.D. (Stanford), Associate
Professor of History. ( 1 978)
258 Officers of Instruction
William Lee Steinhart, A.B. (Pennsylvania), Ph.D. (Johns Hopkins),
Professor of Biology. (On leave of absence for the fall semester.) (1975)
Elizabeth A. Stemmler, B.S. (Bates), Ph.D. (Indiana), Associate Professor of
Chemistry. (1988)
Matthew Stuart, B.A. (Vermont), M.A., Ph.D. (Cornell), Assistant Professor
of Philosophy. (On leave of absence for the spring semester.) (1993)
Dale Syphers, B.S., M.Sc. (Massachusetts), Ph.D. (Brown), Associate
Professor of Physics. (On leave of absence for the academic year.) (1986)
Susan L. Tananbaum, B.A. (Trinity), M.A., M.A., Ph.D. (Brandeis),
Assistant Professor of History. (1990)
Elizabeth Townsend, B.A. (McGill), M.F.A. (Carnegie-Mellon), Adjunct
Lecturer in Theater. (Fall semester.)
Allen B. Tucker, Jr., A.B. (Wesleyan), M.S., Ph.D. (Northwestern), Profes-
sor of Computer Science. (1988)
James Henry Turner, A.B. (Bowdoin), B.S., M.S., Ph.D. (Massachusetts
Institute of Technology), Associate Professor of Physics. (1964)
John Harold Turner, A.M. (St. Andrews, Scotland), A.M. (Indiana), Ph.D.
(Harvard), Professor of Romance Languages. (1971)
David Jeremiah Vail, A.B. (Princeton), M.A., M.Phil., Ph.D. (Yale), Adams-
Catlin Professor of Economics. (1970)
June Adler Vail, A.B. (Connecticut), M.A.L.S. (Wesleyan), Associate
Professor of Dance. (1987)
Howard S. Vandersea, A.B. (Bates), M.Ed. (Boston), Coach in the Depart-
ment of Athletics. (1984)
William Chace VanderWolk, A.B. (North Carolina), A.M. (Middlebury),
Ph.D. (North Carolina), Associate Professor of Romance Languages.
(1984)
James Edward Ward, A.B. (Vanderbilt), A.M., Ph.D. (Virginia), Professor
of Mathematics. (On leave of absence for the academic year.) (1968)
Sidney John Watson, B.S. (Northeastern), Ashmead White Director of
Athletics. (1958)
William Collins Watterson, A.B. (Kenyon), Ph.D. (Brown), Professor of
English. (1976)
Susan Elizabeth Wegner, A.B. (Wisconsin-Madison), A.M., Ph.D. (Bryn
Mawr), Associate Professor of Art History. I 1980)
Marcia Anne Weigle, A.B., A.M., Ph.D. (Notre Dame). Associate Professor
of Government (1988)
Allen Wells, A.M. (SUNY-Binghamton), A.M., Ph.D. (SUNY-Stony Brook),
Professor of History. (I9K8)
Officers of Instruction 259
Patricia A. Welsch, B.A. (Fordham), M.A., Ph.D. (Virginia), Assistant
Professor of Film Studies on the Marvin H. Green, Jr., Fund. (On leave of
absence for the academic year.) (1993)
Mark Christian Wethli, B.F.A., M.F.A. (Miami), Professor of Art. (1985)
Nathaniel Thoreau Wheelwright, B.S. (Yale), Ph.D. (Washington), Associ-
ate Professor of Biology. (1986)
Richard A. Wiley, A.B. (Bowdoin), B.C.L. (Oxford), LL.M. (Harvard Law
School), LL.D. (Bowdoin), Adjunct Lecturer in Government. (Fall
semester.) (1996)
Anna M. Wilson, B.A. (Oxford), M.A., Ph.D. (Boston University), Visiting
Assistant Professor of English. (1994)
Elizabeth Wong, B.A. (Southern California), M.F.A. (New York), Visiting
Assistant Professor of English and Theater. (Fall semester.)
D. Michael Woodruff, A.B. (Bowdoin), Director of Outing Club. (1993)
Steve J. Wurtzler, B.S. (Wisconsin-Madison), M.F.A. (Columbia), Visiting
Instructor in Film. (1996)
Jean Yarbrough, A.B. (Cedar Crest College), A.M., Ph.D. (New School for
Social Research), Professor of Government. (1988)
Enrique Yepes, B.A. (Universidad Pontificia Bolivariana), Instructor in
Romance Languages. (1996)
OFFICERS OF INSTRUCTION EMERITI
Philip Conway Beam, A.B., A.M., Ph.D. (Harvard), Henry Johnson Professor
of Art and Archaeology Emeritus. (1936)
Ray Stuart Bicknell, B.S., M.S. (Springfield), Coach in the Department of
Athletics Emeritus. (1962)
Edward Joseph Geary, A.B. (Maine), A.M., Ph.D (Columbia), hon. A.M.
(Harvard), Henry Wadsworth Longfellow Professor of Romance Lan-
guages Emeritus. (1965)
William Davidson Geoghegan, A.B. (Yale), M.Div. (Drew), Ph.D. (Colum-
bia), Professor of Religion Emeritus. (1954)
Arthur LeRoy Greason, A.B. (Wesleyan), A.M., Ph.D. (Harvard), D.Litt.
(Wesleyan), L.H.D. (Colby), L.H.D. (Bowdoin), L.H.D. (Bates), President
of the College and Professor of English Emeritus. (1952)
Ernst Christian Helmreich, A.B. (Illinois), A.M., Ph.D. (Harvard), Thomas
Brackett Reed Professor of History and Political Science Emeritus. ( 1 93 1 )
Charles Ellsworth Huntington, B.A., Ph.D. (Yale), Professor of Biology
Emeritus and Director of the Bowdoin Scientific Station at Kent Island
Emeritus. (1953)
260 Officers of Instruction
Myron Alton Jeppesen, B.S. (Idaho), M.S., Ph.D. (Pennsylvania State),
Professor of Physics and Josiah Little Professor of Natural Science
Emeritus. (1936)
Barbara Jeanne Raster, A.B. (Texas Western), M.Ed. (Texas-El Paso),
Ph.D. (Texas-Austin), Harrison King McCann Professor of Communica-
tion in the Department of English Emerita. (1973)
Elroy Osborne LaCasce, Jr., A.B. (Bowdoin), A.M. (Harvard), Ph.D.
(Brown), Professor of Physics Emeritus. (1947)
Mortimer Ferris LaPointe, B.S. (Trinity), M.A.L.S. (Wesleyan), Coach in
the Department of Athletics Emeritus. (1969)
Sally Smith LaPointe, B.S.Ed. (Southern Maine), Coach in the Department
of Athletics Emerita. (1973)
James Spencer Lentz, A.B. (Gettysburg), A.M. (Columbia), Coordinator of
Physical Education and the Outing Club Emeritus. (1968)
Mike Linkovich, A.B. (Davis and Elkins), Trainer in the Department of
Athletics Emeritus. (1954)
Edward Pols, A.B., A.M., Ph.D. (Harvard), William R. Kenan, Jr., Professor
of Philosophy and Humanities Emeritus. (1949)
James Daniel Redwine, Jr., A.B. (Duke), A.M. (Columbia), Ph.D.
(Princeton), Edward Little Professor of the English Language and Litera-
ture Emeritus. (1963)
Edward Thomas Reid, Coach in the Department of Athletics Emeritus.
(1969)
John Cornelius Rensenbrink, A.B. (Calvin), A.M. (Michigan), Ph.D.
(Chicago), Professor of Government Emeritus. (1961)
Matilda White Riley, A.B., A.M. (Radcliffe), Sc.D. (Bowdoin), Daniel B.
Fayerweather Professor of Political Economy and Sociology Emerita.
(1973)
Guenter Herbert Rose, B.S. (Tufts), M.S. (Brown), Ph.D. (California-Los
Angeles), Associate Professor of Psychology and Psychobiology Emeritus.
(1976)
Abram Raymond Rutan, A.B. (Bowdoin), M.F.A. (Yale), Director of
Theater Emcriius. ( L955)
William Davis Shipman, A.B. (Washington), A.M. (California-Berkeley),
Ph.D. (Columbia), Adams-Catlin Professor of Economics Emeritus. (1957)
Clifford Ray Thompson, Jr., A.B.. A.M., Ph.D. (Harvard), ProfessOTOf
Romance Languages Emeritus. (1961)
William Boiling Whiteside, A.B. (Amherst). A.M., Ph.D. (Harvard), Frank
Munsey Professor of History Emeritus. (1953)
Instructional Support Staff
Rene L. Bernier, B.S. (Maine), Laboratory Instructor in Chemistry and
Laboratory Support Manager.
Agnes Boury, Teaching Fellow in French.
Pamela Jean Bryer, B.S., M.S. (Rensselaer Polytechnic Institute), Laboratory
Instructor in Biology.
Beverly Ganter DeCoster, B.S. (Dayton), Laboratory Instructor in Chemis-
try.
Judith Cooley Foster, A.B. (Brown), M.Sc. (Rhode Island), Laboratory
Instructor in Chemistry and Director of Laboratories.
Karin Frazer, B.S. (Allegheny), M.A. (Vermont), Laboratory Instructor in
Biology.
Stephen Hauptman, B.A. (Connecticut College), M.A. (Illinois), M.Sc.
(Cornell), Laboratory Instructor in Biology.
Cara J. Hayes, B.S. (Salem College, Winston-Salem), M.S. (Medical College
of Virginia), Laboratory Instructor in Biology.
Virginie Le Gall, Teaching Fellow in French.
Ana Martin Pascual, Teaching Fellow in Spanish.
Colleen Trafton McKenna, B.A. (Southern Maine), Laboratory Instructor in
Chemistry.
Paulette M. Messier, A.B. (Maine-Presque Isle), Laboratory Instructor in
Chemistry.
David L. Roberts, A.B. (Bowdoin), Ph.D. (Case Western Reserve), Teaching
Associate in Physics.
Leah G. Shulsky, M.A. (Moscow Pedagogical Institute), Teaching Fellow in
Russian.
A. Nicole Stahlman, Teaching Fellow in German.
Andrea Sulzer, B.A. (New York), M.A. (Columbia), M.S. (Maine-Orono),
Laboratory Instructor in Biology.
RESEARCH ASSOCIATES
Peter Riesenberg, B.A. (Rutgers), M.A. (Wisconsin), Ph.D. (Columbia),
Research Associate in History.
Dorothy Rosenberg, B.A., M.A., Ph.D. (Stanford), M.L. (Washington),
Research Associate in German.
Scott Salmon, B.A., M.A. (Massey University, N.Z.), Research Associate in
Environmental Studies.
Peter K. Trumper, A.B. (St. Olaf), Ph.D. (Minnesota), Research Associate in
Chemistry.
261
Officers of Administration
SENIOR OFFICERS
Robert Hazard Edwards, A.B. (Princeton), A.B., A.M. (Cambridge), LL.B.
(Harvard), L.H.D. (Carleton), President of the College.
Charles R. Beitz, A.B. (Colgate), M.A. (Michigan), M.A., Ph.D. (Princeton),
Dean for Academic Affairs.
Craig W. Bradley, A.B. (Dartmouth), M. Sc. (Edinburgh), Dean of Student
Affairs.
Kent John Chabotar, B.A. (St. Francis), M.P.A., Ph.D. (Syracuse), Vice
President for Finance and Administration and Treasurer.
Richard Alan Mersereau, A.B. (Bowdoin), M.A.T. (Wesleyan), Executive
Assistant to the President and Trustees.
Richard E. Steele, A.B. (Harvard), M.A. (Vermont), Ph.D. (Wisconsin-
Madison), Dean of Admissions.
William A. Torrey III, A.B., M.S.Ed. (Bucknell), Vice President for
Development and College Relations.
ACADEMIC AFFAIRS
Charles R. Beitz, A.B. (Colgate), M.A. (Michigan), M.A., Ph.D. (Princeton),
Dean for Academic Affairs.
Stephen A. Hall, B.A. (Oxford), M.Phil. (London University), M.A.
(Princeton), Assistant Dean for Academic Affairs/Director of Off-Campus
Study.
Susan Ann Kaplan, A.B. (Lake Forest), A.M., Ph.D. (Bryn Mawr), Associate
Dean for Academic Affairs.
Ann C. Ostwald, B.S.F.S. (Georgetown University School of Foreign
Service), M.A. (California-Berkeley), Assistant to the Dean.
ADMISSIONS
Richard E. Steele, A.B. (Harvard). M.A. (Vermont), Ph.D. (Wisconsin-
Madison), Dean of Admissions.
Karen Cuttcntag, B.A. (Carleton), Assistant Dean.
Peter Lyle, A.B. (Bowdoin), Admissions Officer.
Anne Wohltman Springer, A.B. (Bowdoin). Associate Dean.
Rebecca N. Trucsdcll, A.B. (Bowdoin), Admissions Officer.
Bryn E. Upton, A.B. (Bowdoin), Assistant Dean.
262
Officers of Administration 263
ATHLETICS
Sidney John Watson, B.S. (Northeastern), Ashmead White Director of
Athletics.
John D. Cullen, A.B. (Brown), Assistant Director/Coach.
Lynn M. Ruddy, B.S. (Wisconsin-Oshkosh), Assistant Director/Coach.
BOOKSTORE/CAMPUS SERVICES
Mark Schmitz, A.A.S. (Monroe Community College), A.A.S. (Cayuga
County Community College), Director.
Cindy B. Shorette, Bookstore Operations Manager.
Christopher T. Taylor, B.S. (Southampton), Campus Services Operations
Manager.
BRECKINRIDGE PUBLIC AFFAIRS CENTER
Gail R. Berneike, B.A. (Wheaton), M.Ed. (Vermont), Coordinator/Chef.
Donald E. Bernier, B.A. (Maine-Portland), Coordinator/Chef.
CAREER PLANNING CENTER
Lisa B. Tessler, A.B. (Bowdoin), Ed.M. (Harvard), Director.
Katherine P. Civiletti, B.A., M.S. (Johns Hopkins), Assistant Director.
Susan D. Livesay, A.B. (Smith), Associate Director.
Amy E. Sanford, A.B. (Bowdoin), Internship Coordinator.
Laurel A. Smith, B.A. (Connecticut), M.S. (Northeastern), Assistant Director.
CHEMISTRY LABORATORIES
Judith Cooley Foster, A.B. (Brown), M.S. (Rhode Island), Laboratory
Instructor and Director.
Pamalee J. Labbe, Administrative Assistant.
Rene L. Bernier, B.S. (Maine-Orono), Laboratory Support Manager.
CHILDREN'S CENTER
Bette Spettel, B.S., M.S. (Wheelock), Director.
Jeanne Baker Stinson, B.A. (Carleton), M.Ed. (Vanderbilt), Lead Preschool/
Kindergarten Caregiver and Assistant Director.
Christine Beaudette, B.S. (Maine-Farmington), Co-Lead Infant Caregiver.
264 Officers of Administration
Victoria Brillant, B.S. (Maine-Orono). Preschool/Kindergarten Caregiver.
Jenna McEvoy, B.S. (Wheelock), Co-Lead Toddler Caregiver.
Denise Perry, A.A.Ed. (Westbrook), Co-Lead Toddler Caregiver.
Debra Yates, A. A. (De Anza), Co-Lead Infant Caregiver.
COMPUTING AND INFORMATION SERVICES
Louis P. Tremante, B.S., M.S. (Union), Director.
Robert A. Bussell, Telecommunications Manager.
Charles E. Banks, A.B., B.S. (Montana), Systems/Network Manager.
Leilani S. Goggin, B.A. (Wheaton), User Services Consultant.
Joshua E. Introne, A.B. (Bowdoin), User Services Associate.
Matthew Jacobson-Carroll, B.A. (Amherst), M.S. (Boston College), Senior
Academic Computing Specialist.
Susan T. Kellogg, B.S. (Southern Maine), Administrative Applications
Coordinator.
William P. Kunitz, B.S. (Michigan State), Administrative Applications
Coordinator
Thaddeus T. Macy, A.B. (Maine), Assistant Director and Manager of
Systems and Communications.
Mark I. Nelsen, A.B. (California-Berkeley), Senior Project Engineer.
Lawrence G. O'Toole, A.B. (Bowdoin), Manager of Administrative Comput-
ing.
Sharon L. Pedersen, A.B. (Harvard and Radcliffe), A.M., Ph.D. (Pennsylva-
nia), Administrative Applications Coordinator.
Rebecca F. Sandlin, B.A. (Tufts), User Services Consultant.
Margaret M. Schultz, B.S. (Emporia State), Ph.D. (Iowa State), Manager of
Academic Computing and User Services.
CONTROLLER'S OFFICE
Saeed A. Mughal, B.A. (University of the Punjab, Lahore, Pakistan), M.B.A.
(Washington State), Controller.
Pauline Paquet Farr, Endowment and Gift Accounting Administrator.
Diane L. Hall, B.S. (Husson), Grants and General Accounting Administrator.
Michelle A. McDonougb, A.B. (Kmka). Bursar.
Carol A. F. O'Donnell, A.B. (Maine), M.B.A. (New Hampshire College),
Manager of Data Control and Payroll Supervisor.
Officers of Administration 265
COUNSELING SERVICE
Robert C. Vilas, A.B., M.Ed. (St. Lawrence), Ph.D. (Iowa), Director.
Mary E. McCann, B.A. (Southern Maine), M.Ed., Ed.D. (Harvard), Counse-
lor.
Shelley Roseboro, B.A. (California-Los Angeles), M.Ed. (St. Lawrence),
Multicultural Counselor/Consultant.
Susan R. Stewart, A.B. (Wells), A.M. (Chicago), Counselor.
Roberta Penn Zuckerman, A.B. (City College of New York), M.S.W.
(Hunter College School of Social Work), Certificate in Psychotherapy
(Institute for Contemporary Psychotherapy), Counselor.
DEVELOPMENT AND COLLEGE RELATIONS
William A. Torrey III, A.B., M.S.Ed. (Bucknell), Vice President for
Development and College Relations.
Hilary Bassett, B.A. (Wellesley), M.B.A. (Indiana), Development Writer.
Mary C. Bernier, Director of Development Services.
Grace M. J. Brescia, A.B. (Dartmouth), Associate Director of Annual
Giving.
Katharine W. Billings, A.B. (Brown), M.A. (George Washington), Associate
Director of Capital Support.
Jennifer H. Burns, A.B. (Bowdoin), Ed.M. (Harvard), Assistant Director of
Alumni Relations.
John A. Coyne, Jr., A.B. (Colby), Sports Information Intern.
Elizabeth Coxe, A.B. (Skidmore), Development Research Analyst.
Alison M. Dodson, A.B. (Harvard-Radcliffe), Associate Vice President/
Director of Communications.
Josiah H. Drummond, Jr., A.B. (Colby), M.Ed. (Maine), Director of Planned
Giving.
Sara B. Eddy, A.B. (Bowdoin), Director of Alumni Relations.
Samantha K. Fisher, A.B. (Bowdoin), Assistant Director of Annual Giving.
Scott Whitney Hood, B.A. (Lake Forest), M.A. (Southern Maine), Director
of Public Affairs.
Kathryn Humphreys, A.B. (Princeton), M.A., Ph.D. (Cornell), Director of
Corporate and Foundation Relations.
Stephen P. Hyde, B.A., J.D. (Maine), Associate Director of Major Gifts.
Robert J. Kallin, B.S. (Bucknell), Director of Capital Support.
Charles N. Leach HI, B.A. (Colby), Assistant Director of Communications.
266 Officers of Administration
Susan R. Moore, A.B. (Maine), M.L.S. (Syracuse), Director of Development
Research.
John A. Norton, A.B. (Susquehanna), M.S. (American), Associate Director
of Major Gifts.
Elizabeth D. Orlic, A.B. (Colby), Associate Director of Annual Giving/
Coordinator of Reunion Giving.
Randolph H. Shaw, A.B. (Bowdoin), Director of Annual Giving.
Margaret J. Schick Luke, B.S. (SUNY-Geneseo), M.B.A. (Simmons),
Events and Community Relations Manager.
Lucie G. Teegarden, A.B. (College of New Rochelle), A.M. (Yale), Director
of Publications.
Harry K. Warren, A.B. (Pennsylvania), Secretary of the College.
Delwin C. Wilson HI, A.B. (Bowdoin), Manager of Summer Programs.
DINING SERVICE
Mary McAteer Kennedy, R.D., B.S. (Vermont), M.A. (Framingham State),
Director.
Kenneth Cardone, A.S. (Johnson and Wales), Associate Director and
Executive Chef.
Orman Hines, A.S. (Maine-Orono), Purchasing Manager.
Tenley A. Meara, Business Process Manager.
Jon Wiley, B.A. (New Hampshire), A.S. (Southern Maine Technical),
Assistant Director.
EDUCATION
Sarah V. MacKenzie, A.B. (Colby), M.L.S. (North Carolina-Chapel Hill),
M.Ed. (Southern Maine), Director of Field Experiences.
ENVIRONMENTAL STUDIES
Helen Koulouris, B.S. (Maine), Program Administrator.
FACILITIES MANAGEMENT
William S. Gardiner, B.C.H. (Rensselaer Polytechnic Institute), C.F.M.,
Director.
David D' Angela, B.S.E.T. (Wcntworth Institute of Technology), Assistant
Director lor Planning and Construction.
Officers of Administration 267
Ann D. Goodenow, Assistant Director for Facilities Services.
George E. Libby, Assistant Director for Major Maintenance.
Richard C. Parkhurst, B.A. (St. Francis), Assistant Director for Administra-
tive Services.
George S. Paton, B.S. (Massachusetts-Amherst), M.B.A. (New Hampshire
College), Associate Director for Maintenance and Operations.
HEALTH CENTER
Robin Lewis Beltramini, B.A. (College of the Atlantic), M.S., R.N.C., F.N.P.
(Pace), Director.
Brenda M. Rice, R.T.R. (Portland), Administrator/Radiology Technologist.
HUMAN RESOURCES
Kathleen T. Gubser, B.S.B.A. (Xavier), M.A.I.R. (Cincinnati), Director.
Susan F. Daignault, B.S. (U.S. Coast Guard Academy), M.S. (Southern
Maine), Director of Safety.
Mary E. Demers, A.B. (Bowdoin), Assistant Director.
Julie A. Schmidt, B.A. (Southern Maine), Manager of Employment/Human
Resources Services.
ISLE AND SITA PROGRAMS
Theodore E. Adams, B.A. (Linfield), M.A., M.A., Ph.D. (Washington),
Administrative Coordinator.
Sherrie S. Bergman, B.A. (Brooklyn College), M.S. in L.S. (Columbia),
Librarian.
Gregory C. Colati, B.A. (Colby), M.A. (Trinity College), M.L.S. (Simmons),
College Archivist.
Roger Doran, B.A. (Nasson), Director, Audiovisual Services.
Karl Fattig, B.A., M.L.S. (Alabama), M.A. (North Carolina-Chapel Hill),
Catalog Librarian.
Carmen M. Greenlee, M.L.S. (Simmons), Instructional Media Services
Librarian.
Dianne Molin Gutscher, B.S. (Pratt Institute), C.A. (Academy of Certified
Archivists), Special Collections Curator.
Virginia W. Hopcroft, A.B. (Brown), M.L.S. (Long Island), Reference
Librarian for Government Documents.
268 Officers of Administration
Kathleen Kenny, A.B. (Earlham). M.L.S. (Indiana), Science Librarian.
Judith Reid Montgomery, A.B. (Valparaiso). M.L.S. (Kent State), Associate
Librarian for Public Services.
Leanne N. Pander, B.A. (Daemen), M.L.S. (Rhode Island), Reference
Librarian.
Marilyn Diener Schroeder, B.A. (Capital), A. M.L.S. (Michigan), Collection
Management/ Acquisitions Librarian.
Anne Haas Shankland, A.B. (Ohio Wesleyan), M.L.S. (Florida State), Art
Librarian.
Sydnae Morgan Steinhart, B.S. (Lebanon Valley), M.L.S. (Pittsburgh),
Reference Librarian for Music.
Lynda Kresge Zendzian, B.A., M.A. (Tufts), M.L.S. (Rhode Island),
Technical Services Librarian.
MUSEUM OF ART
Katharine J. Watson, A.B. (Duke), A.M., Ph.D. (Pennsylvania), Director.
Suzanne K. Bergeron, A.B. (Mount Holyoke), Assistant Director for
Operations.
Anna-Maria Cannatella, A.B. (Bowdoin), Andrew W. Mellon Curatorial
Intern.
Alison Ferris, B.A. (North Carolina-Greensboro), M.A. (SUNY-
Binghamton), Curator,
(hake K. Higgison, A.B. (Bowdoin), Museum Shop Manager.
Kathleen V. Kelley, B.A. (Maryland), M.A. (George Washington), Registrar.
MUSIC
Kristine L. Johnson, B.A. (Macalester), Administrator.
OFF-CAMPUS STUDY
Stephen A. Hall, B.A. (Corpus Christi College, Oxford), M.Phil. (Warburg
Institute, London University), M.A. (Princeton), Director.
Elizabeth C. Hereon, B.A. (Smith), Advisor.
OUTING CLUB
I). Michael Woodruff, A.B. (Bowdoin), Co-Director.
Lucrctia Woodruff, B.A. ( Warren- Wilson). Co-Director.
Officers of Administration 269
PEARY-MACMILLAN ARCTIC MUSEUM
AND ARCTIC STUDIES CENTER
Susan A. Kaplan, A.B. (Lake Forest), A.M., Ph.D. (Bryn Mawr), Director.
Genevieve LeMoine, B.A. (Toronto), M.A., Ph.D. (Calgary), Curator/
Registrar.
David R. Maschino, B.F.A. (Alma College), Exhibits Coordinator.
PRESIDENT'S OFFICE
Claire M. Levesque, Manager, President's House.
Richard Alan Mersereau, A.B. (Bowdoin), M.A.T. (Wesleyan), Executive
Assistant to the President and Trustees.
Betty Trout-Kelly, B.A. (Northeastern State, Oklahoma), M.Ed. (Wichita
State), Assistant to the President for Multicultural Programs and Affirma-
tive Action Officer.
Pamela Phillips Torrey, A.B. (Princeton), Director of Donor Relations.
Cynthia P. Wonson, Executive Secretary to the President.
QUANTITATIVE SKILLS PROGRAM
Jacqueline Elizabeth La Vie, A.B. (Bryn Mawr), M.S. in Ed. (Pennsylvania),
M.B.A. (New Hampshire College), Director.
RECORDS AND RESEARCH
Christine A. Brooks, B.A. (University of San Diego), M.A. (California-
Riverside), M.A. (Notre Dame), Ed.D. (Western Michigan), Director of
Records and Research.
Claire Berkowitz, B.S. (Mary Washington), M.S. (Shippensburg), Research
Assistant.
Joanne Levesque, Assistant Director of Student Records.
RESIDENTIAL LIFE
Robert Graves, B.S. (Massachusetts-Dartmouth), M.A. (Dartmouth),
Director of Residential Life.
H. Elizabeth Hockmuth, B.A. (Mary Washington), M.A. (Boston), Assistant
Director of Residential Life.
Thomas B. Talbot, A.B. (Bowdoin), Assistant Director of Residential Life.
270 Officers of Administration
SECURITY
Donna M. Loring, B.A. (Maine-Orono), Certificate of Completion, Munici-
pal Police School (Maine Criminal Justice Academy), Chief of Security.
Louann K. Dustin, Reserve Certificate (Police Academy), Associate Degree
in Law Enforcement (Southern Maine Technical College), Security
Administrative and Program Coordinator.
SMITH UNION
Shannon F. Murphy, B.A. (Southwestern Louisiana), M.Ed. (Texas-Austin),
Acting Director of Student Activities and the Smith Union.
STUDENT AFFAIRS
Craig W. Bradley, A.B. (Dartmouth), M.Sc. (Edinburgh), Dean of Student
Affairs.
Timothy W. Foster, A.B. (Dartmouth), M.A. (North Carolina-Chapel Hill),
Dean of First- Year Students.
Elizabeth R. Maier, A.B. (Chicago), Assistant Dean of Student Affairs.
Karen R. Tilbor, B.A. (Elmira), M.S.Ed. (Wheelock), Associate Dean of
Student Affairs.
Sharon E. Turner, B.A. (Maine-Orono), Assistant Dean of Student Affairs.
STUDENT AID
Walter Henry Moulton, A.B. (Bowdoin), Director.
Stephen H. Joyce, B.A. (Williams), Ed.M. (Harvard), Associate Director.
Lisa S. Folk, B.A. (Bates), Student Employment Coordinator.
SUMMER MUSIC FESTIVAL
Lewis Kaplan, B.S., M.S. (Juilliard), Director.
Cindy Stocks-Williams, B.A. (Maine-Orono), Administrator.
THEATER AND DANCE
Michael Schiff-Verre, B.S.W. (Southern Maine), Technical Director.
Officers of Administration 271
TREASURER'S OFFICE
Kent John Chabotar, B.A. (St. Francis), M.P.A., Ph.D. (Syracuse), Vice
President for Finance and Administration and Treasurer.
Gerald L. Boothby, B.A. (New Hampshire), M.B.A. (Plymouth State),
Assistant Vice President for Finance and Administration, Director of
Budgets, and Associate Treasurer.
Judith Coffin Reindl, Administrative Assistant to the Vice President for
Finance and Administration and Treasurer.
Martin F. Szydlowski, B.S. (Providence College), Assistant to the Treasurer.
UPWARD BOUND
Helen E. Pelletier, A.B. (Bowdoin), M.A. (Georgetown), Director.
Scott W. Bradley, B.A. (Maine-Orono), M.S. in Ed. (Southern Maine),
Academic Counselor/Coordinator of Student Services.
Bridget D. Mullen, B.A., M.Phil. (College of the Atlantic), Academic
Counselor/Coordinator of Program Services.
WOMEN'S RESOURCE CENTER
Janice E. Brackett, B.S. (Cornell), Coordinator.
WOMEN'S STUDIES PROGRAM
Jananne Kay Phillips, A.B. (Washburn), A.M. (Brown), Program Adminis-
trator.
WRITING PROJECT
Kathleen A. O'Connor, A.B. (Dartmouth), A.M., Ph.D. (Virginia), Director.
OFFICERS OF ADMINISTRATION EMERITI
Martha J. Adams, Assistant Director of Alumni Relations Emerita.
Rhoda Zimand Bernstein, A.B. (Middlebury), A.M. (New Mexico),
Registrar Emerita.
272 Officers of Administration
Kenneth James Boyer, A.B. (Rochester), B.L.S. (New York State Library
School). College Editor Emeritus.
Robert Melvin Cross, A.B. (Bowdoin), A.M. (Harvard), L.H.D. (Bowdoin),
Secretary of the College Emeritus.
Myron Whipple Curtis, A.B. (Bowdoin), A.M. (California-Los Angeles),
Director of the Computing Center Emeritus.
John Stanley DeWitt, Supervisor of Mechanical Services Emeritus.
Margaret Edison Dunlop, A.B. (Wellesley), Associate Director of Admis-
sions Emerita.
James Packard Granger, B.S. (Boston University), C.P.A., Controller
Emeritus.
Daniel Francis Hanley, A.B. (Bowdoin), M.D. (Columbia), Sc.D. (Bowdoin),
College Physician Emeritus.
Helen Buffum Johnson, Registrar Emerita.
Samuel Appleton Ladd, Jr., B.S. (Bowdoin), Director of Career Counseling
and Placement Emeritus.
John Bright Ladley, B.S. (Pittsburgh), M.L.S. (Carnegie Institute of Technol-
ogy), Public Services Librarian Emeritus.
Thomas Martin Libby, A.B. (Maine), Associate Treasurer and Business
Manager Emeritus.
Elizabeth Kilbride Littlefield, Administrative Assistant to the Dean for
Academic Affairs Emerita.
Betty Mathieson Masse, Assistant to the Treasurer Emerita.
Betty Andrews McNary, Assistant Director of Annual Giving Emerita.
Arthur Monke, A.B. (Gustavus Adolphus), M.S. in L.S. (Columbia),
Librarian Emeritus.
Ann Semansco Pierson, A.B. (Bowdoin), Director of Programs in Teaching
and Coordinator of Volunteer Services Emerita.
Donna Glee Sciascia, A.B. (Emporia), M.A. in L.S. (Denver), Principal
( ataloger Emerita.
Kathryn Drusilla Fielding Stemper, A.B. (Connecticut College), Secretary
to the President Emerita.
Doris (harrier Vladimiroff, A.B. (Duke), A.M. (Middlebury), Upward
Bound Projecl Director Emerita.
Barbara MacPhee Wyman, Supervisor of the Service Bureau Emerita.
Alice F. Yanok, Administrative Assistant to the Dean of the College Emerita.
Committees of the College
COMMITTEES OF THE TRUSTEES*
Academic Affairs Committee: Leon A. Gorman, Chair, Geoffrey Canada,
Stanley F. Druckenmiller, Robert H. Edwards, Marc B. Garnick, William
H. Hazen, G. Calvin Mackenzie, Linda H. Roth, Leslie Walker, one faculty
member to be elected from the Curriculum and Educational Policy
Committee, one student to be appointed, Charles R. Beitz, liaison officer.
Admissions and Financial Aid: Dennis J. Hutchinson, Chair, Marijane L.
Benner Browne, David M. Cohen, Robert H. Edwards, Gordon F. Grimes,
Nancy Bellhouse May, Michael H. Owens, Elizabeth E. Woodcock, C.
Thomas Settlemire (faculty), one student to be appointed, Richard E.
Steele, liaison officer.
Audit: J. Taylor Crandall, Chair, Philip R. Cowen, Laurie A. Hawkes,
Richard A. Morrell, D. Ellen Shuman, Kent J. Chabotar, liaison officer.
Development and College Relations: Robert F. White, Chair, I. Joel
Abromson, Philip R. Cowen, Robert H. Edwards, David A. Olsen, Lee D.
Rowe, Mary Ann Villari, William G. Wadman, Kenneth M. Cole III '69
(alumni), June A. Vail (faculty), one student to be appointed, William A.
Torrey, liaison officer.
Campaign Steering Committee: Donald M. Zuckert, Chair, Bruce R.
Bockmann, Paul P. Brountas, Philip R. Cowen, J. Taylor Crandall, Stanley
F. Druckenmiller, Robert H. Edwards, Laurie A. Hawkes, William H.
Hazen, Merton G. Henry (emeritus), Donald R. Kurtz, James W.
MacAllen, Jill A. Shaw-Ruddock, Frederick G. P. Thorne, David E.
Warren, Robert F. White, Barry N. Wish, Sandra Stone Hotchkiss '77
(alumni), David Z. Webster '57 (alumni), Susan A. Kaplan (faculty), Paul
L. Nyhus (faculty), William A. Torrey, liaison officer.
Executive: Frederick G. P. Thorne, Chair, David P. Becker (invited),
Rosalyne S. Bernstein, Tracy J. Burlock, J. Taylor Crandall, Robert H.
Edwards, Leon A. Gorman, Dennis J. Hutchinson, Donald R. Kurtz
(invited), Richard A. Morrell (invited), Peter M. Small, David E. Warren,
Robert F. White, Barry N. Wish, Donald M. Zuckert (invited), Jane McKay
Morrell '81 (alumni), William C. Watterson (faculty), one student to be
appointed.
* The president of the College is ex officio member of all standing committees, except the
Audit Committee.
273
274 Committees of the College
Subcommittee on Properties: Richard A. Morrell, Choir, Campbell B.
Niven, David R. Binswanger '78 (alumni), Norman P. Cohen
(emeritus), Donald B. Snyder, Jr., Nathaniel T. Wheelwright
(faculty), Charles R. Beitz, Kent John Chabotar, William S.
Gardiner. Richard A. Mersereau, William A. Torrey.
Facilities: Peter M. Small, Chair; Thomas H. Allen, Peter F. Drake, Robert H.
Edwards, Samuel A. Ladd III, Campbell B. Niven, David A. Olsen,
Katharine J. Watson (faculty), one student to be appointed, Kent J.
Chabotar, liaison officer.
Financial Planning: Tracy J. Burlock. Chair; Walter E. Bartlett, Thomas C.
Casey. Robert H. Edwards, Laurie A. Hawkes, Edgar M. Reed, Peter D.
Relic, C. Michael Jones (faculty), one student to be appointed, Kent J.
Chabotar, liaison officer.
Investments: Barry N. Wish, Chair; Peter F. Drake, Stanley F. Druckenmiller
(invited), Robert H. Edwards, Donald R. Kurtz. James W. MacAllen, Edgar
M. Reed, D. Ellen Shuman, Peter M. Small, Frederick G. P. Thome
(invited), Robert F. White, Denis J. Corish (faculty), one student to be
appointed, Kent J. Chabotar, liaison officer.
Student Affairs: Rosalyne S. Bernstein, Chair; Barry Mills, Vice Chair;
David P. Becker, Robert H. Edwards, James W. MacAllen, Hollis Rafkin-
Sax, Joan Benoit Samuelson, Jill A. Shaw-Ruddock, Allen B. Tucker, Jr.
(faculty), one student to be appointed, Craig W. Bradley, liaison officer.
Subcommittee on Minority Affairs: David P. Becker, Chair; Thomas
C. Casey, Geoffrey Canada, Michael H. Owens, Mary Ann Villari,
Randolph Stakeman (faculty), one student to be appointed, Craig W.
Bradley, Betty Trout-Kelly, liaison officers.
Trustee Affairs: David E. Warren, Chair; Robert H. Edwards, Carolyn W.
Slayman, Donald B. Snyder, Jr., Leslie Walker, Barry N. Wish, John A.
Woodcock, Jr., Donald M. Zuckert, one alumni representative to be
appointed, Richard A. Mersereau, William A. Torrey, liaison officers.
Special Committee
Commission on Residential Life: Donald R. Kurtz, Chair; Marijane L.
Benner Browne, Tracy J. Burlock, Richard A. Morrell, Peter M.
Small, John A. Woodcock, Jr., Charles G. Bridge '61 (alumni), Jane
McKay Morrell '81 (alumni), Craig A. McEwen (faculty). Sarah F.
McMahon (faculty), Hiram R. Hamilton '97. Nahyon Lee '97,
Kimbcrly A. Pacclli '98, Craig W. Bradley, Richard A. Mersereau,
William A. Torrey.
Officers of Administration
Staff Liaison to the Trustees: Richard A. Mersereau.
Secretary: Robert H. Millar.
Assistant Secretary: Anne W. Springer.
College Counsel: Peter B. Webster.
Faculty Representatives
Executive Committee: William C. Watterson.
Trustees: Deborah S. DeGraff and William C. Watterson.
Student Representatives
Executive Committee: Hiram R. Hamilton '97.
Trustees: Hiram R. Hamilton '97 and one to be appointed.
Alumni Council Representatives
Executive Committee: Jane McKay Morrell '81.
Trustees: Jane McKay Morrell '81 and Thomas E. Walsh, Jr. '83.
Parents Executive Committee
Trustees: one to be appointed.
276 Committees of the College
FACULTY COMMITTEES FOR 1996-97
Denis J. Corish. Faculty Parliamentarian
Faculty Committees
Administrative: The President, Chair ; the Dean of Student Affairs, an
Assistant/Associate Dean, Stephen T. Fisk, John M. Owen, Daniel W.
Rossides, and Susan L. Tananbaum. Undergraduates: three to be appointed.
Admissions and Financial Aid: C. Thomas Settlemire, Chair; the Dean of
Admissions, the Dean of Student Affairs, the Director of Student Aid,
Steven R. Cerf, Lelia L. DeAndrade, and Rosemary A. Roberts. Under-
graduates: two to be appointed. Alternate: one to be appointed.
Appeals (Reappointment, Promotion & Tenure): Helen L. Cafferty, Lelia
L. DeAndrade, Deborah S. DeGraff, Janice A. Jaffe, Lawrence H. Simon,
and Allen Wells.
Appointments, Promotion and Tenure: Jeffrey K. Nagle, Chair; the Dean
for Academic Affairs, Susan E. Bell, T. Penny Martin, Allen L. Springer,
and Nathaniel T. Wheelwright.
Curriculum and Educational Policy: The Dean for Academic Affairs,
Chair; the President, the Dean of Student Affairs, Amy S. Johnson, John
M. Karl, Ann L. Kibbie, Adam B. Levy, Suzanne B. Lovett, and Lawrence
H. Simon. Undergraduates: two to be named. Alternate: one to be ap-
pointed.
Faculty Affairs: David J. Vail, Chair; the Dean for Academic Affairs, Patsy
S. Dickinson, James Higginbotham, Daniel E. Kramer, and Marcia A.
Weigle.
Faculty Resources (formerly Faculty Research Committee): The Dean for
Academic Affairs, Richard D. Broene, Carol E. Cohn, Barbara S. Held,
Richard E. Morgan, and William C. VanderWolk. Alternate: A. Myrick
Freeman.
Gay and Lesbian Studies: David A. Collings, Chair; Kevin D. Henson,
Arthur M. Hussey II, Susan E. Wegner, and Anna Wilson. Undergraduates:
three to be appointed.
Governance: Alfred H. Fuchs, Chair; Deborah S. DeGraff, Secretary; Nancy
E. Jennings, R. Wells Johnson, and William C. Watterson.
Lectures and Concerts: David K. Garnick, Chair ; the Dean of Student
Affairs, Helen L. Cafferty, Lydia N. Degarrod, Larry D. Lutchmansingh,
and Elliott S. Schwartz. Undergraduates: two to be appointed.
Library: Paul L. Nyluis, Chair ; the College Librarian, Paul N. Franco, James
W. McCalla, Leakthina Oilier, and James H. Turner. Undergraduates: two
to he appointed.
Committees of the College 277
Off-Campus Study: John C. Holt, Chair ; Thomas B. Cornell, Janice A.
Jaffe, Scott MacEachern, Scott R. Sehon (spring), and Matthew F. Stuart
(fall). Undergraduates: two to be appointed.
Recording: Franklin G. Burroughs, Chair; The Dean of Student Affairs, the
Director of Records and Research, the Assistant Director of Student
Records, an Assistant/Associate Dean of Student Affairs, Barbara W.
Boyd, Samuel S. Butcher, and John H. Turner. Undergraduates: two to be
appointed. Alternate: one to be appointed.
Research Oversight (formerly Human and Animal Research Committee):
Elizabeth A. Stemmler, Chair ; the Dean for Academic Affairs, Burke O.
Long, Herbert Paris, Carey R. Phillips, Melinda Y. Small, and Ray S.
Youmans, D.V.M.
Student Affairs: The Dean of Student Affairs, Chair ; an Assistant/Associate
Dean of Student Affairs, the Student Activities Coordinator, Zoe Cardon,
Craig A. McEwen (fall), Patrick J. Rael, Nancy E. Riley (spring), and
Allen B. Tucker, Jr. Undergraduates: four to be appointed. Alternate: one
to be appointed.
Student Awards: James L. Hodge, Chair ; John W. Ambrose, Jr., John D.
Cullen, John L. Howland.
Interdisciplinary Studies Program Committees
Africana Studies: Randolph Stakeman, Chair; the Assistant to the President
for Multicultural Programs, Lelia L. DeAndrade, Scott MacEachern,
Elizabeth Muther (fall), and Patrick J. Rael. Louis Chude Sokei and Eddie
Glaude (invited). Undergraduates: five to be appointed.
Asian Studies: John C. Holt, Chair; Sara A. Dickey, Takahiko Hayashi, and
Kidder Smith, Jr. Undergraduates: two to be appointed.
Biochemistry: David S. Page, Chair; John L. Howland, and C. Thomas
Settlemire.
Environmental Studies: The Director of Environmental Studies, Chair; A.
Myrick Freeman, Edward S. Gilfillan, Amy S. Johnson, Peter D. Lea,
Lawrence H. Simon, and Nathaniel T. Wheelwright. Zoe Cardon (invited).
Undergraduates: three to be appointed.
Latin American Studies: John H. Turner, Chair; Lydia N. Degarrod, Janice
A. Jaffe, and Allen Wells.
Neuroscience: Daniel D. Kurylo, Chair; Patsy S. Dickinson, and Alfred H.
Fuchs.
Women's Studies: Rachel Ex Connelly, Chair; Carol E. Cohn, Leakthina
Oilier, Marilyn Reizbaum, Susan L. Tananbaum, and Susan E. Wegner. Ex
Officio: the Director of Women's Studies, and the Women's Studies
Program Administrator. Undergraduates: two to be appointed.
278 Committees of the College
General College Committees
Bowdoin Administrative Staff Steering Committee: Laurel Smith, Chair
(fall); Gregory C. Colati (fall), Pauline M. Fair (fall), Karen S. Guttentag,
Charles N. Leach III (fall). Tenley A. Meara, and Ann C. Ostwald. Ex
Officio: Kathleen T. Gubser and Richard A. Mersereau.
Benefits Advisory Committee: William A. Torrey, Chair; Director of
Human Resources, Assistant Director of Human Resources, Sieglinde M.
Alexander, Pauline M. Farr, A. Myrick Freeman, Gary L. Levesque, David
S. Page, Louis P. Tremante, one member to be appointed by SSAC.
Bias Incident Group: The President, Chair; the Dean of Student Affairs, an
Assistant/Associate Dean, the Director of Communications, David A.
Collings, William S. Gardiner, Charles A. Grobe, Jr., Donna M. Loring,
Richard A. Mersereau, Betty Trout-Kelly, and Robert C. Vilas. Under-
graduates: two to be appointed.
Budget and Financial Priorities Committee: C. Michael Jones, Chair; the
Dean for Academic Affairs, the Dean of Student Affairs, the Treasurer,
Ronald L. Christensen, Kathryn G. Humphreys, Irena S. M. Makarushka,
and Gerlinde W. Rickel. Undergraduate: one to be appointed. Alternate:
one to be appointed.
Chemical Hygiene: Judith C. Foster, Chair; Rene L. Bernier, Pamela J.
Bryer, Samuel S. Butcher, Ann D. Goodenow, Arthur M. Hussey II, Peter
D. Lea, David L. Roberts, and Mark C. Wethli.
Computing and Information Services Advisory Committee (CISAC):
Clifton C. Olds, Chair; Christine Brooks, Stephen T. Fisk, Jonathan P.
Goldstein, Scott W. Hood, Madeleine E. Msall, Richard Parkhurst, Peter O.
Russell and Christopher T. Taylor. Ex Officio: Sherrie S. Bergman, Louis
P. Tremante. Undergraduates: Benjamin J. Green '97 and Kaire Paalandi
'98.
Environmental, Historic, and Aesthetic Impact: Guy T. Emery, Chair;
John McKee, and Jean M. Yarbrough. Undergraduates: four to be ap-
pointed.
Honor Code/Judicial Board: Denis J. Corish and June A. Vail. Alternate:
James H. Turner.
Museum of Art Executive Advisory Council: Director of the Museum of
Art. Chair; the Dean tor Academic Affairs, the Director of the Art History
Program, the Director of the Visual Arts Program, David C. Driskell H'89,
James A. Higginhotham. Linda H. Roth '76, and William C. Watterson.
Undergraduates: two to be appointed.
Teaching: Marilyn Kei/baum. (hair ; Helen E. Moore. Kidder Smith. Jr., and
Mark C. Wethli. Ex officio: the Associate Dean for Academic Affairs.
i Fndergraduate: one to be appointed. Alternate: one to be appointed.
Committees of the College 279
Oversight Committee on Multicultural Affairs: Joseph D. Litvak, Chair;
the Dean for Academic Affairs, the Dean of Student Affairs, the Treasurer
{Vice Chair ), Donna M. Loring, Christian P. Potholm II (fall), William L.
Steinhart (spring), and Betty Trout-Kelly. Undergraduates: two to be
appointed.
Oversight Committee on the Status of Women:
Administrative Staff: Sara B. Eddy, Sherrie S. Bergman, and Mark I.
Nelson (alternate). Faculty: Rachel Ex Connelly, Chair; Jane E. Knox-
Voina, and Sara A. Dickey (alternate). Support Staff: Alice Rivero,
Harriet H. Richards, and one to be appointed (alternate). Undergradu-
ates: two to be appointed. Alternate: one to be appointed.
Professional Development Review and Selection Committee: Kathleen T.
Gubser, Coordinator; Michael D. Chipman, Charlotte H. Magnuson,
Richard A. Mersereau, Louis P. Tremante, and one member to be ap-
pointed by BAS.
Radiation Safety: Susan F. Daignault, Chair; Pamela J. Bryer, Samuel S.
Butcher, Guy T. Emery, Alan W. Garfield, Cara J. Hayes, John L.
Howland, Carey R. Phillips, David L. Roberts, C. Thomas Settlemire,
William L. Steinhart, Dale A. Syphers, and Bethany S. Whalon.
Reengineering Steering: Kent John Chabotar, Chair; Stephen H. Joyce,
Elizabeth Maier, Sarah F. McMahon, Raymond H. Miller, Saeed A.
Mughal, Elizabeth D. Orlic, Louis P. Tremante, and Donna Trout. Ex
Officio: Don Duncan, Reengineering Coordinator. Undergraduates: Marc
D. Zimman '98 and one to be appointed.
Safety and Health: Susan F. Daignault, Chair; Mark E. Almgren, Robin L.
Beltramini, Cindy Bessmer, Lisa S. Folk, William S. Gardiner, Kathleen T.
Gubser, Kevin L. Kelley, Mary Lou Kennedy, Lori Lizewski, Donna M.
Loring, Susan B. Ravdin, Rodman E. Redman, Michael F. Schiff-Verre,
Patricia J. Silevinac, Bette Spettel, Martin F. Szydlowski, and Roger E.
Tanguay.
Sexual Misconduct Board: Raymond H. Miller, Chair; Karen S. Guttentag,
Scott W. Hood, and Jane E. Knox-Voina. Alternates: Carol A. N. Martin,
Brenda M. Rice, Randolph Stakeman, and Martin F. Szydlowski. Under-
graduates: two to be appointed. Alternates: two to be appointed.
Strategic Planning Task Force: The President, Chair; the Dean for Aca-
demic Affairs, the Dean of Admissions, the Dean of Student Affairs,
Director of Records and Research, the Treasurer, the Vice President for
Development, members of the Committee on Governance, Lynn H. Ensign,
Elizabeth Maier, and Richard A. Mersereau. Undergraduates: three to be
appointed.
280 Committees of the College
Support Staff Advisory Committee: Charlotte H. Magnuson. Chair; Joseph
L. Calvo, Louise C. Caron, Anne E. Comely, William J. Curtis, Cheryl L.
Gallagher. Gary L. Levesque, Nancy Russell, Dawn P. Stranger, and
Donna M. Trout.
Faculty and Undergraduate Appointments to the Governing Boards
Committees
Trustees: Deborah S. DeGraff and William C. Watterson. Undergraduates:
two to be appointed. Alumni Council: two to be appointed. Parents
Executive Committee: one to be appointed.
Academic Affairs: One faculty member to be elected from the Curriculum
and Educational Policy Committee. Undergraduate: one to be appointed.
Admissions and Financial Aid: C. Thomas Settlemire. Undergraduate: one
to be appointed.
Development: June A. Vail. Alumni Council: one to be appointed. Under-
graduate: one to be appointed.
Executive: William C. Watterson. Alumni Council: one to be appointed.
Undergraduate: one to be appointed.
Subcommittee on Properties: Nathaniel T. Wheelwright.
Facilities: Katharine J. Watson. Undergraduate: one to be appointed.
Financial Planning: C. Michael Jones. Undergraduate: one to be appointed.
Investments: Denis J. Corish. Undergraduate: one to be appointed.
Student Affairs: Allen B. Tucker, Jr. Undergraduate: one to be appointed.
Subcommittee on Minority Affairs: Randolph Stakeman.
Undergraduate: one to be appointed.
APPENDIX
Prizes and Distinctions
The Bowdoin Prize: This fund was established as a memorial to William John
Curtis 1875, LL.D. ' 13, by his wife and children. The prize, four- fifths of the total
income not to exceed $10,000, is to be awarded "once in each five years to the
graduate or former member of the College, or member of its faculty at the time
of the award, who shall have made during the period the most distinctive
contribution in any field of human endeavor. The prize shall only be awarded to
one who shall, in the judgment of the committee of award, be recognized as having
won national and not merely local distinction, or who, in the judgment of the
committee, is fairly entitled to be so recognized." (1928)
The first award was made in 1933 and the most recent in 1995. The recipients
in 1990 were Professors Dana W. Mayo and Samuel S. Butcher. The recipient of
the award in 1995 was Senator George J. Mitchell '54.
The Preservation of Freedom Fund: Gordon S. Hargraves ' 19 established this
fund to stimulate understanding and appreciation of the rights and freedoms of the
individual, guaranteed under the Constitution of the United States. The prize is to
be awarded to a student, member of the faculty, or group of Bowdoin alumni
making an outstanding contribution to the understanding and advancement of
human freedoms and the duty of the individual to protect and strengthen these
freedoms at all times. (1988)
The first award was made in 1988 to William B. Whiteside, Frank Munsey
Professor of History Emeritus. The recipient of the award in 1993 was Joseph C.
Wheeler '48, the retired chairman of the Development Assistance Committee of
the United States Organization for Economic Cooperation and Development
(OECD). The recipient in 1996 was Judith Magyar Isaacson A.M. '67, educator
and author of Seed of Sarah: Memoirs of a Survivor.
The Common Good Award: Established on the occasion of the Bicentennial,
the Common Good Award honors those alumni who have demonstrated an
extraordinary, profound, and sustained commitment to the common good, in the
interest of society, with conspicuous disregard for personal gain in wealth or
status. Seven Common Good Awards were presented during the bicentennial year
and one or two awards will be given annually thereafter.
PRIZES IN GENERAL SCHOLARSHIP
Abraxas Award: An engraved pewter plate is awarded to the school sending
two or more graduates to the College, whose representatives maintain the highest
standing during their first year. This award was established by the Abraxas
Society. (1915)
281
2 8 2 Prizes and Distinctions
Janus Bowdoin Day: Named in honor of the earliest patron of the College,
James Bowdoin Day was instituted in 1941 to accord recognition to those
undergraduates who distinguish themselves in scholarship. Inaugurated by Stanley
Perkins Chase '05, Henry Leland Chapman Professor of English Literature
( 1 925-5 1 ), the exercises consist of the announcement of awards, the presentation
of books, a response by an undergraduate, and an address.
The James Bowdoin Scholarships, carrying no stipend, are awarded to
undergraduates who have completed at least the equivalent of two four-credit
semesters at Bowdoin. The scholarships are determined on the basis of a student's
entire record at Bowdoin. In the year preceding the award, a student must have
been actively engaged in full-time academic work, and at least one of the
semesters must have been at Bowdoin. For a student to be named a James
Bowdoin Scholar, three-quarters of his or her grades (computed on the basis of
full-course equivalents) must be A or B, with at least one-quarter of them A. In
addition, there must be two grades of A for each grade of C/P. Students who have
received grades of D or F are ineligible.
A book, bearing a replica of the early College bookplate serving to distinguish
the James Bowdoin Collection in the library, is presented to every undergraduate
who has carried a full course program and has received a grade of A in each of his
or her courses during the last academic year.
Brooks-Nixon Prize Fund: The annual income of a fund established by Percy
Willis Brooks 1 890 and Mary Marshall Brooks is awarded each year as a prize to
the best Bowdoin candidate for selection as a Rhodes scholar. (1975)
Brown Memorial Scholarships: This fund, for the support of four scholarships
at Bowdoin College, was given by the Honorable J. B. Brown, of Portland, in
memory of his son, James Olcott Brown 1856, A.M. 1859. According to the
provisions of this foundation, a prize will be paid annually to the best scholar in
each undergraduate class who shall have graduated at the high school in Portland
after having been a member thereof not less than one year. The awards are made
by the city of Portland upon recommendation of the College. (1865)
Dorothy Haythorn Collins Award: This award, given by Dorothy Haythorn
Collins and her family to the Society of Bowdoin Women, is used to honor a
student "who has achieved academic and general excellence in his or her chosen
major" at the end of the junior year. Each year the society selects a department
from the sciences, social studies, or humanities. The selected department chooses
a student to honor by purchasing books and placing them with a nameplate in the
department library. The student also receives a book and certificate of merit.
(19X5)
Almon Goodwin Prize Fund: This fund was established by Mrs. Maud Wilder
Goodwin in memory of her husband, Almon Goodwin 1862. The annual income
is awarded to a member ol Phi Beta Kappa chosen by vote of the Board of Trustees
of the College ;ii the end of the recipient's junior year. ( 1906)
Prizes and Distinctions 283
George Wood McArthur Prize: This fund was bequeathed by Almira L.
Mc Arthur, of Saco, in memory of her husband, George Wood McArthur 1893.
The annual income is awarded as a prize to that member of the graduating class
who, coming to Bowdoin as the recipient of a prematriculation scholarship, shall
have attained the highest academic standing among such recipients within the
class. (1950)
Phi Beta Kappa: The Phi Beta Kappa Society, national honorary fraternity for
the recognition and promotion of scholarship, was founded at the College of
William and Mary in 1776. The Bowdoin chapter (Alpha of Maine), the sixth in
order of establishment, was founded in 1825. Election is based primarily on
scholarly achievement, and consideration is given to the student's entire college
record. Students who have studied away are expected to have a total academic
record, as well as a Bowdoin record, that meets the standards for election.
Nominations are made three times a year, usually in September, February, and
May. The total number of students selected in any year does not normally exceed
ten percent of the number graduating in May. Students elected to Phi Beta Kappa
are expected to be persons of integrity and good moral character. Candidates must
have completed at least twenty-four semester courses of college work, including
at least sixteen courses at Bowdoin.
Leonard A. Pierce Memorial Prize: This prize, established by friends and
associates of Leonard A. Pierce '05, A.M. H'30, LL.D. '55, is awarded annually
to that member of the graduating class who is continuing his or her education in
an accredited law school and who attained the highest scholastic average during
his or her years in college. It is paid to the recipient upon enrollment in law school.
(1960)
COMMENCEMENT PRIZES
DeAlva Stanwood Alexander Prize: Established by DeAlva Stanwood
Alexander 1870, A.M. 1873, LL.D. '07, this fund furnishes two prizes for
excellence in select declamation. (1906)
Class of 1868 Prize: Contributed by the Class of 1868, this prize is awarded
for a written and spoken oration by a member of the senior class. (1868)
Goodwin Commencement Prize: Established by the Reverend Daniel Raynes
Goodwin 1 832, A.M. 1 835, D.D. 1 853, the prize is awarded for a written or oral
presentation at Commencement. (1882)
2S4 Prizes and Distinctions
DEPARTMENTAL PRIZES
Africans Studies
Lennox Foundation Book Prize: This fund was established by the Lennox
Foundation and Jeffrey C. Norris ' 86. An appropriate book is awarded to a student
graduating in Africana Studies. (1990)
Art
Anne Bartlett Lewis Memorial Fund: This fund was established by Anne
Bartlett Lewis's husband, Henry Lewis, and her children, William H. Hannaford,
David Hannaford, and Anne D. Hannaford. The annual income of the fund is used
for demonstrations of excellence in art history and creative visual arts by two
students enrolled as majors in the Department of Art. (1981)
Art History Junior-Year Prize: This prize, funded annually by a donor wishing
to remain anonymous, is awarded to a student judged by the Department of Art
to have achieved the highest distinction in the major program in art history and
criticism at the end of the junior year. (1979)
Art History Senior-Year Prize: This prize, established by a donor wishing to
remain anonymous, is awarded to a graduating senior judged by the Department
of Art to have achieved the highest distinction in the major in art history and
criticism. (1982)
Richard P. Martel, Jr., Memorial Fund: A prize is awarded annually to the
Bowdoin undergraduate who, in the judgment of the studio art faculty, is deemed
to have produced the most creative, perceptive, proficient, and visually appealing
art work exhibited at the College during the academic year. (1990)
Biology
Copeland-Gross Biology Prize: This prize, named in honor of Manton
Copeland and Alfred Otto Gross, Sc.D. '52, both former Josiah Little Professors
of Natural Science, is awarded to that graduating senior who has best exemplified
the idea of a liberal education during the major program in biology. (1972)
Donald and Harriet S. Macomber Prize in Biology: This fund was established
by Dr. and Mrs. Donald Macomber in appreciation for the many contributions of
Bowdoin in the education of members of their family —David H. Macomber '39,
Peter B. Macomber '47, Robert A. Zottoli '60, David H. Macomber. Jr. '67,
Steven J. Zottoli '69, and Michael ('. Macomber '73. The income of the fund is
to be awarded annually as a prize to the outstanding student in the Department of
Biology. II, in the opinion of the department, in any given year there is no student
deemed worthy of this award, the award may be withheld and the income for that
year added to the principal ol 'the fund. ( 1967)
Prizes and Distinctions 285
James Malcolm Moulton Prize in Biology: This fund was established by
former students and other friends in honor of James Malcolm Moulton, former
George Lincoln Skolfield, Jr., Professor of Biology, to provide a book prize to be
awarded annually to the outstanding junior majoring in biology, as judged by
scholarship and interest in biology. At the discretion of the Department of
Biology, this award may be made to more than one student or to none in a given
year. (1984)
Chemistry
Philip Weston Meserve Fund: This prize was established in memory of
Professor Philip Weston Meserve ' 1 1 , "to be used preferably to stimulate interest
in Chemistry." (1941)
William Campbell Root Award: This prize recognizes a senior chemistry
major who has provided service and support to chemistry at Bowdoin beyond the
normal academic program.
Classics
Hannibal Hamlin Emery Latin Prize: This prize, established in honor of her
uncle, Hannibal Hamlin Emery 1 874, by Persis E. Mason, is awarded to a member
of the junior or senior class for proficiency in Latin. (1922)
Nathan Goold Prize: This prize, established by Abba Goold Woolson, of
Portland, in memory of her grandfather, is awarded to that member of the senior
class who has, throughout the college course, attained the highest standing in
Greek and Latin studies. (1922)
Sewall Greek Prize: This prize, given by Jotham Bradbury Sewall 1848,
S.T.D. '02, formerly professor of Greek in the College, is awarded to the member
of the sophomore class who sustains the best examination in Greek. (1879)
Sewall Latin Prize: This prize, also given by Professor Sewall, is awarded to
the member of the sophomore class who sustains the best examination in Latin.
(1879)
Computer Science
Computer Science Senior-Year Prize: This prize, established by a donor
wishing to remain anonymous, is awarded annually in the fall to a senior judged
by the Department of Computer Science to have achieved the highest distinction
in the major program in computer science.
Economics
Noyes Political Economy Prize: This prize, established by Crosby Stuart
Noyes, A.M. HI 887, is awarded to the best scholar in political economy. (1897)
286 Prizes and Distinctions
English
Brown Competition Prizes: Two prizes from the annual income of a fund
established by Philip Greely Brown 1 877, A.M. 1 892, in memory of Philip Henry
Brown 1 85 1 . A.M. 1 854, are offered to members of the senior class for excellence
in extemporaneous English composition. (1874)
Hiland Lockwood Fairbanks Prize Fund: This fund was established by
Captain Henry Nathaniel Fairbanks, of Bangor, in memory of his son, Hiland
Lockwood Fairbanks 1895. The annual income is awarded as first and second
prizes to the two outstanding students in English 50. (1909)
Hawthorne Prize: The income of a fund given in memory of Robert Peter
Tristram Coffin '15, Litt.D. '30, Pierce Professor of Literature, and in memory of
the original founders of the Hawthorne Prize, Nora Archibald Smith and Kate
Douglas Wiggin, Litt.D. '04, is awarded each year to the author of the best short
story. This competition is open to members of the sophomore, junior, and senior
classes. (1903)
Nathalie Walker Llewellyn Commencement Poetry Prize: This prize, estab-
lished by and named for the widow of Dr. Paul Andrew Walker '31, is awarded
to the Bowdoin student who, in the opinion of the Department of English, shall
have submitted the best work of original poetry. The prize may take the form of
an engraved medal, an appropriate book, or a cash award. The name of the
recipient is announced at Commencement. (1990)
Horace Lord Piper Prize: This prize, established by Sumner Increase Kimball
1855,Sc.D. 1891, in memory of Maj. Horace Lord Piper 1863, is awarded to that
member of the sophomore class who presents the best "original paper on the
subject calculated to promote the attainment and maintenance of peace through-
out the world, or on some other subject devoted to the welfare of humanity."
(1923)
Stanley Plummer Prizes: The annual income of a fund established by Stanley
Plummer 1867 is awarded to the two outstanding students in English first-year
seminars, first and second prizes are awarded in a two-to-one ratio. (1919)
Poetry Prize: The annual income of a fund established by Gian Raoul d'Este-
Palmieri H'26 is given each semester for the best poem written by an undergradu-
ate. (1926)
Pray English Prize: A prize given by Dr. Thomas Jefferson Worcester Pray
1844 is awarded to the best scholar in English literature and original English
composition. ( 1889)
Forbes Rickard, Jr., Poetry Prize: A prize, given by a group of alumni of the
Bowdoin chapter of Alpha Delta Phi Fraternity in memory of Forbes Rickard, Jr.
' 17, who lost his lite in the service ol his country, is awarded to the undergraduate
writing the best poem. ( 1919)
Prizes and Distinctions 287
David Sewall Premium: This prize is awarded to a member of the first-year
class for excellence in English composition. (1795)
Mary B. Sinkinson Short Story Prize: A prize, established by John Hudson
Sinkinson '02 in memory of his wife, Mary Burnett Sinkinson, is awarded each
year for the best short story written by a member of the junior or senior class.
(1961)
Bertram Louis Smith, Jr., Prize: The annual income of a fund established by
his father in memory of Bertram Louis Smith, Jr. '03, to encourage excellence of
work in English literature is awarded by the department to a member of the junior
class who has completed two years' work in English literature. Ordinarily, the
prize is given to a student majoring in English, and performance of major work
as well as record in courses is taken into consideration. (1925)
German
The German Consular Prize in Literary Interpretation: This prize was
initiated by the German Consulate, from whom the winner receives a certificate
of merit and a book prize, in addition to a small financial prize to be awarded from
the income of the fund. The prize is awarded annually to the senior German major
who wins a competition requiring superior skills in literary interpretation. (1986)
The Old Broad Bay Prizes in Reading German: The income from a fund given
by Jasper J. Stahl '09, Litt.D. '60, and by others is awarded to students who, in the
judgment of the department, have profited especially from their instruction in
German. The fund was established as a living memorial to those remembered and
unremembered men and women from the valley of the Rhine who in the
eighteenth century founded the first German settlement in Maine at Broad Bay,
now Waldoboro. (1964)
Government and Legal Studies
Philo Sherman Bennett Prize Fund: This fund was established by William
Jennings Bryan from trust funds of the estate of Philo Sherman Bennett, of New
Haven, Connecticut. The income is used for a prize for the best essay discussing
the principles of free government. Competition is open to seniors. (1905)
Jefferson Davis Award: A prize consisting of the three-volume Jefferson
Davis by Hudson Strode and the annual income of a fund is awarded to the student
excelling in constitutional law or government. (1973)
Fessenden Prize in Government: A prize given by Richard Dale '54 is awarded
by the Department of Government to that graduating senior who as a government
major has made the greatest improvement in studies in government, who has been
accepted for admission into either law or graduate school or has been accepted for
employment in one of certain federal services, and who is a United States citizen.
(1964)
2SS Prizes and Distinctions
History
Class of 1875 Prize in American History: A prize established by William John
Curtis 1875, LL.D. ' 13, is awarded to the student who writes the best essay and
passes the best examination on some assigned subject in American history. ( 1 90 1 )
Dr. Samuel and Rose A. Bernstein Prize for Excellence in the Study of
European History: This prize, given by Roger K. Berle '64, is awarded annually
to that student who has achieved excellence in the study of European history.
(1989)
James E. Bland History Prize: The income of a fund established by colleagues
and friends of James E. Bland, a member of Bowdoin's Department of History
from 1969 to 1974, is awarded to the Bowdoin undergraduate, chosen by the
history department, who has presented the best history honors project not
recognized by any other prize at the College. (1989)
Sherman David Spector of the Class of 1950 Award in History: Established by
Sherman David Spector ( 1 950), this award is made to a graduating senior history
major who has attained the highest cumulative average in his/her history courses,
or to the highest-ranking senior engaged in writing an honors paper or a research
essay in history.
Mathematics
Edward Sanford Hammond Mathematics Prize: A book is awarded on
recommendation of the Department of Mathematics to a graduating senior who
is completing a major in mathematics with distinction. Any balance of the income
from the fund may be used to purchase books for the department. The prize honors
the memory of Edward S. Hammond, for many years Wing Professor of
Mathematics, and was established by his former students at the time of his
retirement. (1963)
Smyth Mathematical Prize: This prize, established by Henry Jewett Furber
1861 in honor of Professor William Smyth, is given to that student in each
sophomore class who obtains the highest grades in mathematics courses during
the first two years. The prize is awarded by the faculty of the Department of
Mathematics, which will take into consideration both the number of mathematics
courses taken and the level of difficulty of those courses in determining the
recipient. The successful candidate receives one-third ol the prize at the time the
award is made. The remaining two-thirds is paid to him or her in installments at
the close ol each term during junior and senior years, [fa vacancy occurs during
those years, the income ol the prize goes to the member of the winner's class who
has been designated as the alternate recipient by the department. ( 1876)
Prizes and Distinctions 289
Music
Sue Winchell Burnett Music Prize: This prize, established by Mrs. Rebecca P.
Bradley in memory of Mrs. Sue Winchell Burnett, is awarded upon recommen-
dation of the Department of Music to that member of the senior class who has
majored in music and has made the most significant contribution to music while
a student at Bowdoin. If two students make an equally significant contribution,
the prize will be divided equally between them. (1963)
Philosophy
Philip W. Cummings Philosophy Prize: This prize, established by Gerard L.
Dube ' 55 in memory of his friend and classmate, is awarded to the most deserving
student in the Department of Philosophy. (1984)
Physics
Hall Prize in Physics Fund: The annual income of this fund, named in honor
of Edwin Herbert Hall 1875, A.M. 1878, LL.D. '05, the discoverer of the Hall
effect, is awarded each year to the best sophomore scholar in the field of physics.
(1953)
Noel C. Little Prize in Experimental Physics: This prize, named in honor of
Noel C. Little '17, Sc.D. '67, professor of physics and Josiah Little Professor of
Natural Science, is awarded to a graduating senior who has distinguished himself
or herself in experimental physics. (1968)
Psychology
Frederic Peter Amstutz Memorial Prize Fund: This prize, established in
memory of Frederic Peter Amstutz '85 by members of his family, is awarded to
a graduating senior who has achieved distinction as a psychology major. (1986)
Religion
Edgar Oakes Achorn Prize Fund: The income of a fund established by Edgar
Oakes Achorn 1 88 1 is awarded as a prize for the best essay written by a member
of the second- or first-year classes in Religion 101. (1932)
Lea Ruth Thumim Biblical Literature Prize: This prize, established by Carl
Thumim in memory of his wife, Lea Ruth Thumim, is awarded each year by the
Department of Religion to the best scholar in biblical literature. (1959)
Romance Languages
Philip C. Bradley Spanish Prize: This prize, established by classmates and
friends in memory of Philip C. Bradley '66, is awarded to outstanding students in
Spanish language and literature. (1982)
290 Prizes and Distinctions
Goodwin French Prize: This prize, established by the Reverend Daniel
Raynes Goodwin 1 832. A.M. 1 835. D.D. 1 853, is awarded to the best scholar in
French. (1890)
Eaton Lei th French Prize: The annual income of a fund, established by James
M. Fawcett III '58 in honor of Eaton Leith, professor of Romance languages, is
awarded to that member of the sophomore or junior class who, by his or her
proficiency and scholarship, achieves outstanding results in the study of French
literature. (1962)
Charles Harold Livingston Honors Prize in French: This prize, established by
former students of Charles Harold Livingston, Longfellow Professor of Romance
Languages, upon the occasion of his retirement, is awarded to encourage
independent scholarship in the form of honors theses in French. (1956)
Science
Sumner Increase Kimball Prize: This prize, established by Sumner Increase
Kimball 1 855, Sc.D. 1 89 1 , is awarded to that member of the senior class who has
"shown the most ability and originality in the field of the Natural Sciences."
(1923)
Sociology and Anthropology
Matilda White Riley Prize in Sociology and Anthropology: This prize, estab-
lished in honor of Matilda White Riley, Sc.D. '72, Daniel B. Fayerweather
Professor of Political Economy and Sociology Emerita, who established the joint
Department of Sociology and Anthropology and a tradition of teaching through
sociological research, is awarded for an outstanding research project by a major.
(1987)
Elbridge Sibley Sociology Prize Fund: Established by Milton M. Gordon '39,
the prize is awarded to the member of the senior class majoring in sociology or
anthropology who has the highest general scholastic average in the class at the
midpoint of each academic year. (1989)
Theater and Dance
Bowdoin Dance Group Award: An appropriate, inscribed dance memento is
awarded annually to an outstanding senior for contributions of dedicated work,
good will, and talent, over the course of his or her Bowdoin career, in the lively,
imaginative spirit of the (lass of 1975, the first graduating class of Bowdoin
dancers. (1988)
Abraham Goldberg Prize: Established by Abraham Goldberg, this prize is
awarded annually in thai member of the senior class who, in the opinion of a
faculty committee headed by the director of theater, has shown, in plays presented
ai the ( lollege during the tWO years preceding the dale of award, the most skill in
the an of designing or directing. ( I960)
Prizes and Distinctions 291
Alice Merrill Mitchell Prize: This prize, established by Wilmot Brookings
Mitchell 1890, A.M. '07, L.H.D. '38, Edward Little Professor of Rhetoric and
Oratory, in memory of his wife, Alice Merrill Mitchell, is awarded annually to that
member of the senior class who, in the opinion of a faculty committee headed by
the director of theater, has shown, in plays presented at the College during the two
years preceding the date of award, the most skill in the art of acting. (1951)
William H. Moody '56 Award: Established in memory of Bill Moody, who for
many years was the theater technician and friend of countless students, this award
is presented annually, if applicable, to one or more sophomores, juniors, or seniors
having made outstanding contributions to the theater through technical achieve-
ments accomplished in good humor. The award should be an appropriate
memento of Bowdoin. (1980)
George H. Quinby Award: Established in honor of "Pat" Quinby, for thirty-
one years director of dramatics at Bowdoin College, by his former students and
friends in Masque and Gown, this award is presented annually to one or more first-
year members of Masque and Gown who make an outstanding contribution
through interest and participation in Masque and Gown productions. The recipi-
ents are selected by the director of theater, the theater technician, and the president
of Masque and Gown. (1967)
Scholarship Award for Summer Study in Dance: A monetary award toward
tuition costs at an accredited summer program of study in dance is given to a first-
year student with demonstrated motivation and exceptional promise in dance
technique or choreography, whose future work in dance, upon return, will enrich
the Bowdoin program. (1988)
UNDERGRADUATE RESEARCH ASSISTANCE
Surdna Foundation Undergraduate Research Fellowship Program: An un-
dergraduate research fellowship program established in 1959 was renamed in
1968 the Surdna Foundation Undergraduate Research Fellowship Program in
recognition of two gifts of the Surdna Foundation. The income from a fund, which
these gifts established, underwrites the program's costs. Fellowships may be
awarded annually to highly qualified seniors. Each Surdna Fellow participates
under the direction of a faculty member in a research project in which the faculty
member is independently interested.
The purpose is to engage the student directly in a serious attempt to extend
knowledge. Each project to which a Surdna Fellow is assigned must therefore
justify itself independently of the program, and the fellow is expected to be a
participant in the research, not a mere observer or helper. The nature of the project
differs from discipline to discipline, but all should give the fellow firsthand
acquaintance with productive scholarly work. Should the results of the research
be published, the faculty member in charge of the project is expected to
acknowledge the contribution of the Surdna Fellow and of the program.
2 l )2 Prizes and Distinctions
Surdna Fellows are chosen each spring for the following academic year.
Aw aids arc made on the basis of the candidate's academic record and departmen-
tal recommendation, his or her particular interests and competence, and the
availability at the College of a research project commensurate with his or her
talents and training. Acceptance of a Surdna Fellowship does not preclude
working for honors, and the financial need of a candidate does not enter into the
awarding of fellowships. Surdna Fellows are, however, obligated to refrain from
employment during the academic year.
AlfredO. Gross Fund: This fund, established by Alfred Otto Gross, Sc.D. '52,
Josiah Little Professor of Natural Science, and members of his family, is designed
to assist worthy students in doing special work in biology, preferably ornithology.
Fritz C. A. Koelln Research Fund: This fund was established in 1972 by John
A. Gibbons, Jr. '64, to honor Fritz C. A. Koelln, professor of German and George
Taylor Files Professor of Modern Languages, who was an active member of the
Bowdoin faculty from 1929 until 1971. The income from the fund may be
awarded annually to a faculty-student research team to support exploration of a
topic which surmounts traditional disciplinary boundaries. The purpose of the
fund is to encourage broad, essentially humanistic inquiry, and should be awarded
with preference given to worthy projects founded at least in part in the humanities.
Edward E. Langbein, Sr., Summer Research Grant: An annual gift of the
Bowdoin Parents' Fund is awarded under the direction of the president of the
College to undergraduates or graduates to enable the recipients to participate in
summer research or advanced study directed toward their major field or lifework.
Formerly the Bowdoin Fathers Association Fund, the grant was renamed in 1970
in memory of a former president and secretary of the association.
AWARDS IN ATHLETICS
The Bowdoin College No. 1 Fan Award: Given by the varsity men's hockey
players in the Class of 1 988, this award is presented annually to a fan of Bowdoin
men's hockey, unrelated to a playing member of the team, whose qualities of
enthusiasm, loyalty, and support are judged to be especially outstanding. The
recipient will be selected by vote of the head coach, the director of athletics, and
the members of the team. The recipient's name will be engraved on the permanent
trophy, and he or she will receive a replica. (1988)
Leslie \. ( lull Track Trophy: This trophy, presented by Leslie A. Gaff '26,
is awarded "al the conclusion of the competitive year to the outstanding performer
in track and field athletics who, in the opinion of the dean, the director of athletics,
and the track coach, has demonstrated outstanding ability accompanied with
those qualities of character and sportsmanship consistent with the aim of intercol-
legiate athletics in its role in higher education." ( L961 )
Prizes and Distinctions 293
Annie L. E. Dane Trophy: Named in memory of the wife of Francis S. Dane
1 896 and mother of Nathan Dane II' 37, Winkley Professor of Latin Language and
Literature, the trophy is awarded each spring to a senior member of a varsity
women's team who "best exemplifies the highest qualities of character, courage,
and commitment to team play." (1978)
Francis S. Dane Baseball Trophy: This trophy, presented to the College by
friends and members of the family of Francis S. Dane 1896, is awarded each
spring "to that member of the varsity baseball squad who, in the opinion of a
committee made up of the dean of student life, the director of athletics, and the
coach of baseball, best exemplifies high qualities of character, sportsmanship,
and enthusiasm for the game of baseball." (1965)
William J. Fraser Basketball Trophy: This trophy, presented by Harry G.
Shulman, A.M. H'71, in memory of William J. Fraser '54, is awarded annually
to that member of the basketball team who best exemplifies the spirit of Bowdoin
basketball. The recipient is selected by the coach, the director of athletics, and the
dean of student affairs. (1969)
Winslow R. Howland Football Trophy: This trophy, presented to the College
by his friends in memory of Winslow R. Howland ' 29, is awarded each year to that
member of the varsity football team who has made the most marked improvement
on the field of play during the football season, and who has shown the qualities
of cooperation, aggressiveness, enthusiasm for the game, and fine sportsmanship
so characteristic of Winslow Howland. (1959)
Elmer Longley Hutchinson Cup: This cup, given by the Bowdoin chapter of
Chi Psi Fraternity in memory of Elmer Longley Hutchinson '35, is awarded
annually to a member of the varsity track squad for high conduct both on and off
the field of sport. (1939)
J. Scott Kelnberger Memorial Ski Trophy: The trophy is presented by the
family and friends in honor and memory of J. Scott Kelnberger '83. (1985)
Samuel A. Ladd Tennis Trophy: This trophy, presented by Samuel Appleton
Ladd, Jr. '29, and Samuel Appleton Ladd III '63, is awarded to a member of the
varsity team who, by his sportsmanship, cooperative spirit, and character, has
done the most for tennis at Bowdoin during the year. The award winner's name
is inscribed on the trophy. (1969)
Mortimer F. LaPointe Lacrosse Award: This award, given in honor of Coach
Mortimer F. LaPointe's 21 seasons as coach of men's lacrosse by his alumni
players, is presented to one player on the varsity team, who, through his
aggressive spirit, love of the game, and positive attitude, has helped build a
stronger team. The coach will make the final selection after consultation with the
captains and the dean of students. (1991)
2 C M Prizes and Distinctions
George Levine Memorial Soccer Trophy: This trophy, presented by Lt.
Benjamin Levine, coach of soccer in 1958, is awarded to that member of the
varsity soccer team exemplifying the traits of sportsmanship, valor, and desire.
(1958)
The Maine Track Officials' Trophy: This trophy is given annually by the
friends of Bowdoin track and field to that member of the women's team who has
demonstrated outstanding qualities of loyalty, sportsmanship, and character
during her athletic career at Bowdoin. The recipient of the award is chosen by a
vote of the head track coaches and the men's and women's track team. (1989)
Robert B. Miller Trophy: This trophy, given by former Bowdoin swimmers in
memory of Robert B. Miller, coach of swimming, is awarded annually "to the
Senior who, in the opinion of the coach, is the outstanding swimmer on the basis
of his contribution to the sport." Winners will have their names inscribed on the
trophy and will be presented with bronze figurines. (1962)
Major Andrew Morin Trophy: This trophy is given annually to the most
dedicated long or triple jumper on the men's or women's track team. (1989)
Hugh Munro, Jr., Memorial Trophy: This trophy, given by his family in
memory of Hugh Munro, Jr. '41, who lost his life in the service of his country, is
inscribed each year with the name of that member of the Bowdoin varsity hockey
team who best exemplifies the qualities of loyalty and courage which character-
ized the life of Hugh Munro, Jr. (1946)
Paul Nixon Basketball Trophy: Given to the College by an anonymous donor
and named in memory of Paul Nixon, L.H.D. '43, dean at Bowdoin from 1918 to
1947, in recognition of his interest in competitive athletics and sportsmanship,
this trophy is inscribed each year with the name of the member of the Bowdoin
varsity basketball team who has made the most valuable contribution to this team
through his qualities of leadership and sportsmanship. (1959)
John "Jack" Page Coaches Award: Established as a memorial to John Page
of South Harpswell, Maine, through the bequest of his wife, Elizabeth Page, this
award is to be presented annually to the individual who, in the opinion of the
coaching staff, has distinguished himself through achievement, leadership, and
outstanding contributions to the hockey program, the College, and community.
(1993)
Wallace C. Phtioon Trophy: Given by Maj. Gen. Wallace Copeland Philoon,
USA, '05, M.S. '44, this trophy is awarded each year to a non-letter winner of the
current season who has made an outstanding contribution to the football team.
The award is made to a man who has been faithful in attendance and training and
has given his best efforts throughout the season. ( I960)
Prizes and Distinctions 295
Christian P. Potholm II Soccer Award: Given to the College by Christian P.
Potholm II '62, DeAlva Stanwood Alexander Professor of Government, and
Sandra Q. Potholm, this fund supports annual awards to the male and female
scholar/athlete whose hard work and dedication have been an inspiration to the
Bowdoin soccer program. Selection of the recipients is decided by the coaching
staff. The award is in the form of a plaque inscribed with the recipient' s name, the
year, and a description of the award. (1992)
Sandra Quinlan Potholm Swimming Trophy: Established by Sandra Quinlan
Potholm and Christian P. Potholm II '62, DeAlva Stanwood Alexander Professor
of Government, this prize is awarded annually to the male and female members
of the Bowdoin swimming teams who have done the most for team morale,
cohesion, and happiness. Selection of the recipients is decided by the coaching
staff. The award is in the form of a plaque inscribed with the recipient' s name, the
year, and a description of the award. (1992)
William J. Reardon Memorial Football Trophy: A replica of this trophy,
which was given to the College by the family and friends of William J. Reardon
'50, is presented annually to a senior on the varsity football team who has made
an outstanding contribution to his team and his college as a man of honor, courage,
and ability, the qualities which William J. Reardon exemplified at Bowdoin
College on the campus and on the football field. (1958)
Reid Squash Trophy: Established by William K. Simonton '43, this trophy is
awarded annually to the member of the squash team who has shown the most
improvement. The recipient is to be selected by the coach of the team, the director
of athletics, and the dean of student affairs. (1975)
Colonel Edward A. Ryan Award: Given by friends and family of Colonel
Ryan, longtime starter at the College track meets, this award is presented annually
to that member of the women's track and field team who has distinguished herself
through outstanding achievement and leadership during her four-year athletic
career at Bowdoin. (1989)
Harry G. Shulman Hockey Trophy: This trophy is awarded annually to that
member of the hockey squad who has shown outstanding dedication to Bowdoin
hockey. The recipient is elected by a vote of the coach, the director of athletics,
and the dean of student affairs. (1969)
Lucy L. Shulman Trophy: Given by Harry G. Shulman, A.M. H'71, in honor
of his wife, this trophy is awarded annually to the outstanding woman athlete. The
recipient is selected by the director of athletics and the dean of student affairs.
(1975)
Society of Bowdoin Women Athletic Award: This award is presented each May
to a member of a women's varsity team in recognition of her "effort, cooperation,
and sportsmanship." Selection is made by a vote of the Department of Athletics
and the dean of student affairs. (1978)
296 Prizes and Distinctions
Ellen Tiemer Trophy: This trophy, donated to the women's lacrosse program
from funds given in memory of Ellen Tiemer's husband, Paul Tiemer '28, who
died in 1 988. is to be awarded annually "to a senior or junior woman who is judged
to have brought the most credit to Bowdoin and to herself." The recipient is to be
selected by a vote of the team and the coach. (1990)
Paul Tiemer Men 's Lacrosse Trophy: This award, established in memory of
Paul Tiemer '28, is to be presented annually to the player who is judged to have
shown the greatest improvement and team spirit over the course of the season.
Only one award shall be made in a year, and the recipient is to be selected by a vote
of the men's varsity lacrosse team. (1990)
Paul Tiemer, Jr., Men's Lacrosse Trophy: Given by Paul Tiemer '28 in
memory of his son, Paul Tiemer, Jr., this trophy is awarded annually to the senior
class member of the varsity lacrosse team who is judged to have brought the most
credit to Bowdoin and to himself. The recipient is selected by the varsity lacrosse
coach, the director of athletics, and the dean of student affairs. (1976)
Christopher Charles Watras Memorial Women 's Ice Hockey Trophy: This
trophy is dedicated in the memory of Chris Watras '85, former assistant women's
ice hockey coach. The award is presented annually to that member of the Bowdoin
women's varsity ice hockey team who best exhibits the qualities of sportsman-
ship, leadership, commitment, and dedication to her teammates and the sport, on
the ice as well as in the community and the classroom. The recipient is selected
by the women's varsity ice hockey coach and the director of athletics. Her name
is engraved on the permanent trophy and she receives a replica at the team's
annual award ceremony. (1989)
Women 's Basketball Alumnae Award: A bowl, inscribed with the recipient's
name, is given to the player who "best exemplifies the spirit of Bowdoin's
Women's Basketball, combining talent with unselfish play and good sportsman-
ship." The award is presented by Bowdoin alumnae basketball players. (1983)
Women 's Ice Hockey Founders 'Award: This award is presented to the player
who exemplifies the qualities of enthusiasm, dedication, and perseverance
embodied in the spirited young women who were paramount in the establishment
of Bowdoin women's hockey. The recipient is selected by vote of her fellow
players. (1991)
Prizes and Distinctions 297
PRIZES IN EXTRACURRICULAR ACTIVITIES
James Bowdoin Cup: This cup, given by the Alpha Rho Upsilon Fraternity, is
awarded annually on James Bowdoin Day to the student who in the previous
college year has won a varsity letter in active competition and has made the
highest scholastic average among the students receiving varsity letters. In case
two or more students should have equal records, the award shall go to the one
having the best scholastic record during his or her college course. The name of the
recipient is to be engraved on the cup. (1947)
Bowdoin Orient Prize: Six cash prizes are offered by the Bowdoin Publishing
Company and are awarded each spring to those members of the Bowdoin Orient
staff who have made significant contributions to the Orient in the preceding
volume. (1948)
General R. H. Dunlap Prize: The annual income of a fund established by
Katharine Wood Dunlap in memory of her husband, Brig. Gen. Robert H. Dunlap,
USMC, is awarded to the student who writes the best essay on the subject of
"service," in addition to demonstrating personal evidence of service. (1970)
Andrew Allison Haldane Cup: This cup, given by fellow officers in the Pacific
in memory of Capt. Andrew Allison Haldane, USMCR, '41, is awarded to a
member of the senior class who has outstanding qualities of leadership and
character. (1945)
Orren Chalmer Hormell Cup: This cup, given by the Sigma Nu Fraternity at
the College in honor of Orren Chalmer Hormell, D.C.L. '51, DeAlva Stanwood
Alexander Professor of Government, is awarded each year to a sophomore who,
as a first-year student, competed in first-year athletic competition as a regular
member of a team, and who has achieved outstanding scholastic honors. A plaque
inscribed with the names of all the cup winners is kept on display. (1949)
Lucien Howe Prize: Fifty percent of the income of a fund given by Dr. Lucien
Howe 1870, A.M. 1879, Sc.D. ' 10, is awarded by the faculty to members of the
senior class who as undergraduates, by example and influence, have shown the
highest qualities of conduct and character. The remainder is expended by the
president to improve the social life of the undergraduates. (1920)
Masque and Gown Figurine: A figurine, The Prologue, carved by Gregory
Wiggin, is presented annually to the author of the prize- winning play in the One-
Act Play contest, and is held by the winner until the following contest. (1937)
Masque and Gown One- Act Play Prizes: Prizes are awarded annually for
excellence in various Masque and Gown activities, including play writing, direct-
ing, and acting. (1934)
298 Prizes and Distinctions
Franklin Delano Roosevelt Cup: This cup, furnished by the Bowdoin chapter
of Alpha Delta Phi Society, is inscribed annually with the name of that member
of the three lower classes whose vision, humanity, and courage most contribute
to making Bowdoin a better college. (1945)
Paul Andrew Walker Prize Fund: This fund was established in honor and
memory of Paul Andrew Walker '31 by his wife, Nathalie L. Walker. Forty
percent of the income of the fund is used to honor a member or members of the
Bowdoin Orient staff whose ability and hard work are deemed worthy by the
Award Committee chosen by the dean of student affairs. A bronze medal or an
appropriate book, with a bookplate designed to honor Paul Andrew Walker, is
presented to each recipient. (1982)
MISCELLANEOUS FUNDS
The Applied Environmental Science Fund: This fund, established in 198 1 by
gifts from Robert C. Porter '34, LL.D. '86, the Ivy Fund, Suburban Propane Gas
Corporation, March & McLennan Companies, Inc., and Eberstadt Asset Manage-
ment, Inc., is to be used to support the research and instructional program of the
Marine Research Laboratory and the Hydrocarbon Research Center.
Faculty Development Fund: The income of this fund, established by Charles
Austin Cary ' 1 0, A.M. H'50, LL.D. '63, is expended each year "for such purpose
or purposes, to be recommended by the President and approved by the Governing
Boards, as shall be deemed to be most effective in maintaining the caliber of the
faculty." These purposes may include, but not be limited to, support of individual
research grants, productive use of sabbatical leaves, added compensation for
individual merit or distinguished accomplishment, other incentives to encourage
individual development of teaching capacity, and improvement of faculty sala-
ries.
Faculty Research Fund: This fund, founded by the Class of 1928 on the
occasion of its twenty-fifth anniversary, is open to additions from other classes
and individuals. The interest from the fund is used to help finance research
projects carried on by members of the faculty.
Sydney B. Karofsky Prize for Junior Faculty: This prize, given by members of
the Karofsky family, including Peter S. Karofsky, M.D. '62, Paul I. Karofsky '66,
.ind David M. Karofsky '93, is to be awarded annually by the dean for academic
affairs, in consultation with the Faculty Affairs Committee on the basis of student
evaluations of teaching, to an outstanding Bowdoin teacher who "best demon-
strates the ability to impart knowledge, inspire enthusiasm, and stimulate intellec-
tual curiosity." The prize is given to a member of the faculty who has taught at the
College for at least two years. In 1996 the award was given to James A.
Higginbotham, Assistant Professor of Classics on the Henry Johnson Fund.
Prizes and Distinctions 299
James R. Pierce Athletic Leadership Award: Established by James R. Pierce,
Jr., in memory of James R. Pierce (1946), this income of this fund is used to
support an annual stipend for a member of the Bowdoin coaching staff to attend
a professional conference or other continuing education activity. The recipient is
selected on the basis of "superior teaching ability, unbridled enthusiasm for his/
her sport, empathy for the Bowdoin scholar-athlete, and desire to inculcate a sense
of sportsmanship and fair play regardless of circumstances."
Campus and Buildings
Bowdoin College is located in Brunswick. Maine, a town of approximately
21.000 population, first settled in 1628. on the banks of the Androscoggin River.
a few miles from the shores of Casco Bay. The 1 10-acre campus is organized
around a central quadrangle.
On the north side of the quadrangle is Massachusetts Hall ( 1 802), the oldest
college building in Maine, which now houses the Departments of English and
Philosophy. The building was designated a Registered Historical Landmark in
1971. The entire campus became part of the Federal Street Historic District in
1 976. To the west of Massachusetts Hall is Memorial Hall, built to honor alumni
who served in the Civil War and completed in 1882. Inside Memorial Hall,
theatrical productions, lectures, and concerts take place in Pickard Theater, a
fully equipped proscenium stage theater that seats 600. The 100-seat G.H.Q.
experimental theater is located in the basement.
On the west side of the Quad along Park Row are the Mary Frances Searles
Science Building ( 1 894), housing the Departments of Biology and Physics; the
Visual Arts Center (1975), which contains offices, classrooms, studios, and
exhibition space for the Department of Art and Kresge Auditorium, which seats
300 for lectures, films, and performances; the Walker Art Building (1894),
designed by McKim, Mead & White, which houses the Bowdoin College
Museum of Art; and the Harvey Dow Gibson Hall of Music (1954). Visible
through the southwest corner of the quadrangle is Hawthorne-Longfellow Hall
(1965), the east side of which is the College's library, including the Special
Collections suite on the third floor, and the west side of which houses a number
of administrative offices for the campus.
On the south side of the quad is Hubbard Hall (1903), once the College's
library and now the site of the Peary-MacMillan Arctic Museum and Arctic
Studies Center, the Departments of Economics, Geology, Government, and
History, Computing/Information Services, and the Susan Dwight Bliss Room,
which houses a small collection of rare illustrated books. The back wing of
Hubbard Hall is connected to the library by an underground passage and contains
stacks and a study room.
On the cast side of the quad stands a row of" six historic brick buildings: live
residence halls — south to north, Coleman (1958). Hyde (1917), Appleton
( 1X43). Maine (1808), and Winthrop (1822) halls— and Seth Adams Hall
(1861). a building housing offices and classrooms for the Departments of
( puter Science and Mathematics. In the center of this row is the Chapel,
designed by Richard Upjohn and built between I.S45 and 1855. a Romanesque
church of undressed granite with twin towers ami spires thai rise to a height of 120
Feet. The Department of Psychology occupies Banister Hall, the section of the
Chapel building originally used tor the College's library and art collection.
300
Campus and Buildings 30 1
To the east of the main Quad are two secondary quadrangles divided by a
complex comprising Morrell Gymnasium ( 1 965), Sargent Gymnasium (1912),
containing the Watson Fitness Center, the David Saul Smith Union (originally
built in 1912 as the General Thomas Worcester Hyde Athletic Building), the
Curtis Pool Building (1927), and Dayton Arena (1956). Whittier Field,
Hubbard Grandstand (1904), and the John Joseph Magee Track are across
Sills Drive through the pines behind Dayton Arena.
The David Saul Smith Union opened in January 1995. It houses a large,
central, open lounge, the College bookstore and mailroom, a cafe, Jack Magee' s
Pub, a game room, meeting rooms, and student activities offices.
To the north of this cluster of buildings, a new multi-disciplinary science
center is scheduled for completion at the start of the 1997-98 academic year. The
center, which was designed by Ellenzweig Associates, Inc., combines 75,000
square feet of new construction and 30,000 square feet of renovated space in
Parker Cleaveland Hall (1952), which is named for a nineteenth-century
professor who was a pioneer in geological studies. The new facility will be linked
to the Hatch Science Library, which opened in 1991.
Adjoining the science facilities is Sills Hall (1950), home to the Departments
of Classics, German, Romance Languages, and Russian, an electronic film
production laboratory, and the Language Media Center. One wing of Sills Hall,
Smith Auditorium, seats 210 for films and performances.
To the south of the athletic buildings and the Smith Union is another
quadrangle dominated by the Moulton Union (1928), which now contains the
offices of the dean of student affairs, the residential life staff, and the Office of
Student Records, as well as dining facilities, several lounges, and the Career
Planning Center. Also in that quadrangle are Moore Hall ( 1 94 1 ), a residence hall,
and the Dudley Coe Health Center (1917). Student health care offices are on the
first and second floors of the health center, the Counseling Service is on the third,
and the Campus Services copy center is in the basement.
Another group of buildings, across College Street on the south side of the
campus, includes the College's tallest building and one of its oldest. The John
Brown Russwurm African-American Center, formerly the Little-Mitchell
House (1827), which was once a duplex shared by two nineteenth-century
professors, was opened in 1970 as a center for African- American studies. Named
in honor of Bowdoin's first African-American graduate, the Center houses the
offices of the Africana Studies Program, a reading room, and a 1,600- volume
library of African and African-American source materials.
The Russwurm African- American Center stands in front of 16-story Coles
Tower (1964), which provides student living and study quarters, seminar and
conference rooms, lounges, and accommodations for official guests of the
College. The campus telephone switchboard is located in the lobby of Coles
Tower. Connected to the tower are Wentworth Hall, a dining hall with smaller
meeting and conference facilities on the second floor and Daggett Lounge, a large
302 ( 'ampus and Buildings
room where receptions, readings, and meetings are held. Chamberlain Hall, the
third side of the Coles Tower complex, houses the Admissions Office and the
Office of Student Aid.
Adjacent to the Coles Tower complex are two new residence halls completed
in the summer of 1996. The new residences were designed by William Rawn
Associates with input from a committee of students, faculty, and staff, and will
house about 1 00 students. A six-story building is named Harriet Beecher Stowe
Hall in honor of the author of Uncle Tom 's Cabin. A four-story building is named
Oliver Otis Howard Hall in honor of Major General Oliver Otis Howard of the
Class of 1850, first commissioner of the Freedmen's Bureau and founder of some
70 educational institutions, among them Howard University.
Surrounding the central campus are various athletic, residential, and support
buildings. The largest of these is the athletic complex two blocks south of Coles
Tower. Here are the William Farley Field House ( 1 987) and Bowdoin's 16-lane
A. LeRoy Greason Swimming Pool, Pickard Field House (1937), eight
outdoor tennis courts, Pickard Field, the Observatory, and 35 acres of playing
fields.
Various offices occupy buildings around the perimeter of the campus, many
of them in historic houses donated by townspeople and former members of the
faculty. The Asian Studies Program inhabits 38 College Street. The Women's
Resource Center, at 24 College Street, headquarters of the Women's Studies
Program and the Bowdoin Women's Association, includes a library and meeting
rooms. The Herbert Ross Brown House, at 32 College Street, is a residence for
visiting faculty. Gustafson House, at 261 Maine Street, houses the Office of
Human Resources.
Johnson House (1849), on Maine Street, named for Henry Johnson, a
distinguished member of the faculty, and Mrs. Johnson, was designated a
Registered Historical Landmark in 1975. It contains offices of several student
organizations as well as meeting and seminar spaces. Chase Barn Chamber,
located in the Johnson House ell, contains a small stage and fireplace and is used
tor small classes, performances, seminars, and conferences. Ashby House
( 1 845-55), next to Johnson House, is occupied by the Departments of Religion
and Education. Ham House, on Bath Street, is headquarters for Bowdoin's
Upward Bound Program. Getchell House, next door, is home to the Office of
Communications and Public Affairs and the Events Office. The Matilda White
Riley House at 7 Bath Street was acquired and renovated in 1 995 and now houses
the Department of Sociology and Anthropology.
Rhodes Hall, formerly the Bath Street Primary School, houses the offices of
i he I tepai tn ants ol I aci litics Management and Security and a few faculty offices.
The former home of Bowdoin's presidents, 85 Federal Street (I860) was
converted in 1982 for the use of the Development Office. Cram Alumni House
(1X57). next door t<> 85 Federal, is the center of alumni activities at Bowdoin.
Campus and Buildings 303
Cleaveland House, the former residence of Professor Parker Cleaveland ( 1 806),
at 75 Federal Street, is the president's house. The offices of the Bowdoin Orient
and the Bowdoin Summer Music Festival are located at 12 Cleaveland Street.
Fraternity houses and student residences, many of them in historic houses, are
scattered in the residential streets around the campus. College-owned student
residences include Baxter House, designed by Chapman and Frazer and built by
Hartley C. Baxter, of the Class of 1878; the Brunswick Apartments, on Maine
Street, which provide housing for about 150 students and some townspeople; 7
Boody Street, a student residence, formerly the Chi Psi fraternity house; Burnett
House, built in 1858 and for many years the home of Professor and Mrs. Charles
T. Burnett; 10 Cleaveland Street; 30 College Street; Copeland House, formerly
the home of Manton Copeland, professor of biology from 1908 until 1947; the
Harpswell Street Apartments and the Pine Street Apartments, designed by
Design Five Maine and opened in the fall of 1973; Wellness House, 238 Maine
Street, formerly the Alpha Rho Upsilon fraternity house; the Mayflower Apart-
ments, at 14 Belmont Street, about two blocks from the campus; and the Winfield
Smith House, named in memory of L. Winfield Smith, of the Class of 1907.
The architecture and history of the campus are thoroughly discussed in The
Architecture of Bowdoin College (Brunswick: Bowdoin College Museum of Art,
1988), by Patricia McGraw Anderson.
Index
Academic calendar, vii
Academic Computing Services (ACS),
217
Academic regulations, 25-34. See also
Deficiency in scholarship
course load, 28
credit/fail option, 30
Dean's List, 31
examinations, 29
grade reports, 30
grades, 30
incompletes, 30
maximum residency, 25
senior course selection, 29
leave of absence, 31
Academic Skills Program, 35
Achievement tests. See Admissions
information
Activities
extracurricular athletic, 233
extracurricular student, 235
fee, 21
Adams Hall, 300
Administration, officers of, 262-72
Administrative offices, 300
Admissions information, 7-14
achievement tests, 9
advanced standing, 10
application fee, 9
application for financial aid,
12, 15
CEEB scores, 9
deferred admission, 10
deposit, 10
Early Decision, 8
international students, 1 1
interviews, 9
prematriculation course
work, 10
recommendations, 9
regular admission, 9
special students, 12
transfer students, 1 1
Admissions Office, 302
Advanced standing. See
Admissions information
Advising system. See Curriculum
African- American Center, 302
Africana studies, 40-49
offices, 301
Allen, William, 6
Alumni
Association, 236
awards, 236-39
BASIC (Bowdoin Alumni
School and Interviewing
Committees), 237
Bowdoin magazine, 237
Council, 236
Fund, 237
organizations, 239^40
President's Cup, 239
American government. See
Government and legal studies
American history. See History
American literature. See English
Anthropology, 198-202. See also
Sociology; Women's studies
offices, 302
Appleton, Jesse, 6
Appleton Hall, 300
Application fees, 8, 9, 11
Application procedures.
See Admissions information
Archaeology courses, 76-77.
See also Classics
Archaeology/Classics, 74-80
Architectural studies, 35
Arctic museum. See Peary-MacMillan
Arctic Museum
Arctic studies, 36
Arctic Studies Center, 300
Art, 49-56
courses in history
and criticism of art, 50-54
courses in visual arts, 54-59
offices, 300
307
Art Museum. See Bowdoin College
Museum of Art
Ashby House. 302
Asian studies, 56-62
offices, 302
Association of
Bowdoin Friends, 240
Astronomy. See Physics and astronomy
Athletics and physical education,
club sports, 234
indoor facilities
Dayton Arena, 235
Farley Field House, 234
Morrell Gymnasium, 234
Sargent Gymnasium, 234
intercollegiate athletics, 234
intramural athletics, 234
outdoor facilities
Pickard Field, 234
Whittier Field, 234
physical education, 233
Audiovisual services.
See Language Media Center
Auditoriums
Kresge, 300
Smith, 301
Automobiles. See Motor vehicles
Banister Hall, 300
BASIC, 237
Baxter House, 303
Biochemistry, 62
Biology, 63-69
offices, 300
Bliss Room. 215. 300
Board of Proctors, 229
Boards. See Governing Boards
Bookstore, 235, 301
Bowdoin, James. 3
Bowdoin Alumni Sehool and
Interviewing ( lommittees.
See BASIC
Bowdoin College
architecture, 303
bookstore, 235.301
dining facilities, 229, 301
history of, 3-6
Information Center, 235. 301
Museum of Art, 218-220, 300
presidents of, 6
residences, 301-303
switchboard, xii, 301
Bowdoin Friends, Association of, 240
Bowdoin, James, II, 3, 215
Bowdoin, James, III, 4, 215
Bowdoin magazine, 237
Bowdoin Orient, 235, 302
Bowdoin Prize, 281
Bowdoin Scientific Station, 65, 221
Bowdoin Summer Music Festival, 302
Bowdoin Symphony Orchestra.
See Ensembles
Bowdoin Women's Association, 302
Bracketed courses, 40
Breckinridge Public Affairs Center, 222
Brown House, Herbert Ross, 302
Brunswick Apartments, 303
Cafe, 301
Calendar 1996-98, vii-x
Campus buildings, 300-303
Campus map, 304-305
Career Planning Center, 231, 301
Cars. See Motor vehicles
CEEB. See College Entrance Exami-
nation Boards
Certification, for teaching, 92
Chamber Choir. See Ensembles
Chamberlain, Joshua L.. 5. 6
Chamberlain Hall, 302
Chapel, 4, 300
Chase Barn Chamber, 302
Chemistry, 70-73
offices. 300
Chinese language courses. See Asian
studies
Classics. 77-81
offices. 301
Greek courses, 79-80
Latin courses, K0-81
309
Cleaveland Hall, 301
10 Cleaveland Street, 303
12 Cleaveland Street, 303
Coastal Studies Center, 222
Codes of conduct
Honor System, 230
Social Code, 230
Coeducational fraternities, 229
Coleman Farm Banding Station, 223
Coleman Hall, 300
Coles, James Stacy, 5, 6
Coles Tower, 5, 229, 301
College Entrance Examination Board
(CEEB), 10. See also
Admissions information
30 College Street, 303
38 College Street, 302
Committees
Alumni Council, 236
faculty, 276-80
general college, 277-80
Governing Board, 242-48
Student Executive Board,
230-31
Student Judiciary Board, 231
Composition, courses, 95-96
Computer science, 81-84
offices, 300
Computing center, 000
Computing laboratories, 300
Conference facilities, 222
Continuation deposit, 21
Coordinate major, 27
Copeland House, 303
Counseling service, 232, 301
Course designations, 40
Course load. See Academic regulations
Course numbering, 40
Courses of instruction, 41-212
Cram Alumni House, 302
Credit/fail option. See Academic
regulations
Curriculum, 25-39
academic regulations, 25-34
advising system, 25
deficiency in scholarship, 33
distribution requirements, 25-26
grades, 30
honors, 32-33
major program, 26-28
off-campus study, 37-39
requirements for the degree, 25
special programs, 35-37
Curtis Pool building, 301
Daggett Lounge, 301
Damage fees, 23
Dance, 203-206. See also
Performance studies; Theater
and Dance
Dayton Arena, 234, 301
Dean' s List. See Academic regulations
Deferred admission. See Admissions
information
Deficiency in scholarship
academic probation, 34
academic suspension, 34
dismissal, 34
Degree requirements. See Curriculum
Departmental honors. See Honors
Development Office, 302
Dining facilities
Smith Union, 207, 301
Wentworth Hall, 207, 301
Dismissal. See Deficiency in
scholarship
Distinctions.
See Prizes and distinctions
Distribution requirements.
See Curriculum
Double major, 27.
See also Major program
Dudley Coe Health Center, 232, 301
Early Decision.
See Admissions information
East Asian studies. See Asian studies
East European languages.
See Russian
Economics. 85-91
offices, 300
Education, 91-94
certification for teaching, 92
teaching program, 36
Edwards, Robert H., 6
Employment. See Student employment
Engineering programs, 36
English, 95-102
offices, 300
Ensemble performance studies,
158-59
Ensembles
Bowdoin Symphony Orchestra,
158-59,225-26
Brass Quintet, 225-26
Chamber Choir, 158-59,
225-26
College Chorale, 158-59,
225-26
Concert Band, 158-59, 225-26
Polar Jazz Ensemble, 158-59,
225-26
Schola Cantorum, 158-59,
225-26
String Quartet, 158-59,225-26
Enteman, Willard F. 6
Environmental studies, 103-106
European history. See History
Examinations.
See Academic regulations
Expenses, 21-24
College charges 1996-97, 21
continuation deposit, 21
damage fee. 23
health care insurance, 23
late payment charge, 24
motor vehicle registration, 23
payment of hills, 23-24
refunds. 22
registration and enrollment, 21.
29
room and board, 22-23
tuition, 21
Faculty. See Instruction, officers <>i
Faculty Development Fund, 298
Faculty Research Fund. 298
Farley Field House, 234, 302
75 Federal Street, 303
85 Federal Street, 302
Fees. See Expenses
Film Studies, 107-109
film production lab. 301
Financial aid, 1 5-20
aid awards, 17-18
application for, 15-16, 19
determination of need, 17
eligibility for aid, 16-17
federal financial aid programs,
18
first-year student awards, 19
foreign student awards, 19
general scholarships, 19-20
graduate scholarships, 17
special funds, 20
student employment, 18
upperclass awards, 1 9
work-study programs, 18
First-year seminars, 1 10-1 17
Foreign study. See Off-campus study
Fraternities, coeducational, 229
French courses, 182-184.
See also Romance languages
Freshman seminars.
See First-year seminars
Gamper Festival of Contemporary
Music, 241
Gay and Lesbian Studies. 36
Geology, 118-21
offices, 300
German, 121-23
offices. 301
Getchell House. 302
G.H.Q. Playwrights' Theater. 228, 300
Gibson Hall of Music. 300
Governing Board.
See ( rovernment, officers of
( rovernment and Legal studies, 124-31
offices, 300
311
Government, officers of, 242—45
committees, 273-75
emeriti, 245^8
Grades. See Academic regulations
Greason, A. LeRoy, 6
Greason Pool, A. LeRoy, 302
Greek courses, 79-80.
See also Classics
Gustafson House, 261
Ham House, 302
Harpswell Street Apartments, 303
Harris, Samuel, 6
Hatch Science Library, 214, 301
Hawthorne-Longfellow Hall, 300
Hawthorne-Longfellow Library,
213-16, 300
Health Center, 301
Health professions, 37
Health services, 23, 232
History, 131-45
offices, 300
History of Bowdoin College, 3-6
Honors
departmental, 33
general, 32
Honor system. See Codes of conduct
Howard Hall, Oliver Otis, 302
Howell, Roger, Jr., 6
Hubbard Hall, 300
Hyde, William DeWitt, 4, 6
Hyde Hall, 300
Incompletes. See Academic regulations
Independent major. See Major program
Independent study. See Major program
Information center, 235, 301
Infrared spectroscopy course, 24 1
Instruction, officers of, 249-61
committees of the faculty,
276-80
Instructional Media Services, 216
Insurance. See Expenses
Intercollegiate athletics, 234
Intercollegiate Center for Classical
Studies in Rome, 38
Intercollegiate Sri Lanka Educational
(ISLE) program, 38
Interdisciplinary majors, 27,
145-46
art history and archaeology, 145
art history and visual arts,
145
biochemistry, 62
chemical physics, 146
computer science and
mathematics, 146
geology and chemistry, 146
geology and physics, 146
mathematics and economics, 146
neuroscience, 160-61
International Baccalaureate program,
10
Interviews.
See Admissions information
Intramural athletics, 234
ISLE program, 38
Italian courses, 184-85.
See also Romance Languages
James Bowdoin Day, 282
Japanese courses, 62.
See also Asian studies
Johnson House, 302
Kent Island. See Bowdoin
Scientific Station
Koelln Research Fund, 292
Kresge Auditorium, 300
Langbein Summer Research Grant, 292
Language courses. See names
of individual languages
Language Media Center, 216-17. 30 1
Latin American studies, 147^48
Latin courses, 80-8 1 . See also Classics
Leave of absence. See Academic
regulations
Lectureships, 223-25
Legal studies, 3 1 . See also
Government and legal
studies
312
Index
Libraries
African-American source
materials, 301
archives, 215
Beckwith Music Library, 213,
216
Bliss collection, 215, 300
catalog system, on-line, 213
government documents, 214
Hatch Science Library, 213-14,
301
Hawthorne-Longfellow,
213-16,300
manuscript archives, 214
Pierce Art Library, 213, 216
reference services, 214
Special Collections, 215
Little-Mitchell House, 301
Loan programs, 1 8
McKeen, Joseph, 3, 6
Magee's Pub, 301
Magee Track, 301
Mail room, 301
Maine Hall, 300
Major program, 26-28
coordinate major, 27
departmental major, 27
independent study, 27-28
interdisciplinary major, 27,
145^16
minor, 28
student-designed major, 28
Map of campus, 304-305
Masque and Gown, 228, 235
Massachusetts Hall. 3, 300
Mathematics, 148-55
offices, 300
Mayflower Apartment, 303
Medical insurance. See Expenses,
health care insurance
Medical services. Set Health services
Memorial Hall, 300
Minor program, 2X
Moore Hall, J01
Morrell Gymnasium, 234, 301
Motor vehicles, registration of, 23, 233
Moulton Union, 301
Museums
Bowdoin College Museum of
Art, 218-20.300
Peary-MacMillan Arctic
Museum, 36, 220-21,300
Music, 155-59. See also Ensembles
offices, 300
Music festivals
Bowdoin Summer Music
Festival, 241
Gamper Festival of
Contemporary Music, 241
Neuroscience, 160-61
Non-Eurocentric studies requirement,
26
Observatory, 302
Off-campus study, 37-39
Officers
of administration, 262-72
of government, 242-48
of instruction, 249-61
Pass/fail option. See Credit/fail option
Payment plans, 23-24
Peary-MacMillan Arctic Museum, 36,
220-21,300
Performance studies
music department, 158-59
theater and dance department.
203
dance, 203
theater, 206
Performing arts, 225-28
Phi Beta Kappa. 283
Philosophy, 161-66
offices, 300
Physical education. See Athletics
and physical education
Physics and astronomy. 166-70
offices, 300
Index
313
Pickard Field, 234, 302
Pickard Field House, 302
Pickard Theater, 228, 300
Pine Street Apartments, 302
Political science. See Government and
legal studies
Premedical program. See Health
professions
Preservation of Freedom Fund, 281
President and trustees, 242
President's Cup for Alumni Giving,
237
Presidents of Bowdoin College, 6
Prizes and distinctions
Bowdoin Prize, 281
commencement, 283
departmental, 284-91
in athletics, 292-96
in extracurricular activities,
297-98
in general scholarship, 281-83
James Bowdoin Day, 282
miscellaneous funds, 298
Phi Beta Kappa, 283
Preservation of Freedom Fund,
281
undergraduate research
assistance, 291-92
Probation. See Deficiency in
scholarship
Proctors, Board of, 229
Programming. See Computer science
Psychological counseling.
See Counseling service
Psychology, 170-175
offices, 300
Publications
Bowdoin magazine, 237
Bowdoin Orient, 235
Quantitative Skills
Development Program, 35
Recommendations.
See Admissions information
Refund policy. See Expenses
Registration
for courses, 29
late fees, 24, 29
of motor vehicles, 23, 233
Religion, 176-80
offices, 302
Religious life, 229
Requirements for the degree, 25
Research, teaching,and
conference facilities, 221-23
Residence halls. See Student residences
Residency requirement. See
Requirements for the degree
Rhodes Hall, 302
Romance languages, 181-187
offices, 301
Rooms. See Student residences
Russian, 188-192
courses in translation, 191-92
offices, 301
Russwurm, John Brown, 5
Russwurm African-American Center,
301
Sargent Gymnasium, 234, 301
SATs. See Admissions information,
achievement tests
Scholarships
general, 15
graduate, 19
James Bowdoin, 282
prematriculation, 19
special funds, 20
Scholastic Aptitude Tests. See SATs
Science library.
See Hatch Science Library
Searles Science Building, 300
Security
offices, 302
services, 233
Sills, Kenneth, C. M., 5, 6
Sills Hall, 301
SITA program, 39
Slavic languages. See Russian
Index
Smith Auditorium. 301
Smith House, 303
Smith Union. David Saul. 301
Social Code. See Codes of conduct
Society of Bowdoin Women, 239
Sociology, 193-98
offices. 302
South American studies.
See Latin American studies
South India Term Abroad (SITA), 39
Spanish courses, 185-87.
See also Romance languages
Special programs, 35-37
Special students, 12
Sports. See Athletics and
Physical Education
Stowe Hall, Harriet Beecher, 302
Student activities. See Activities
Student Aid Office, 302
Student-designed major, 28
Student employment, 18
Student Executive Board, 230
Student government, 230
Student Judiciary Board, 231
Student life, 229-35
Student loans. See Loan programs
Student Records Office, 301
Student residences, 229, 301
Student union, 301
Study abroad. See Off-campus study
Summer programs, 241
Surdna Foundation, 291
Suspension. See Deficiency in
scholarship
Swedish Program in Organizational
Studies and Public Policy, 39
Theaters
G.H.Q. Playwrights'
Theater, 300
Pickard Theater. 300
Transfer students, 11-12
Trustees and president.
See Government, officers of
Tuition. See Expenses
Twelve-College Exchange, 39
Undergraduate research assistance.
See Prizes and distinctions
Upward Bound, 241,302
Vacations. See Academic calendar
Visual arts courses, 54-56.
See also Art
Visual Arts Center, 300
Walker Art Building, 300
Watson Fitness Center, 207, 301
Wellness House, 303
Wentworth Hall, 301
Whittier Field, 234, 301
Winthrop Hall, 300
Women's Resource Center, 302
Women's studies, 208-212
offices, 302
Woods, Leonard, 6
Work-study programs.
See Financial aid
Writing courses, 96.
See also First-year seminars
Writing Project, 35
reaching. See also Education
certification lor. 92
preparation lor, 37
Tele\ isioo
foreign broadcasts, 216-17
Theater and Dance. 203 20K.
See also Performing arts
dance courses, 203 206
theater courses. 206 20S
